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Outlines 



FOR 



Primary Grades 



BY 



ACHSAH MAY HARRIS 



KANSAS STATE NORMAL 

Emporia, Kansas 



COPYRIGHT. 1912 
By ACHSAH MAY HARRIS 

I m i l l I II I I I Mi i] — 




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OUTLINES 



FOR 



PRIMARY GRADES 



BY 

ACHSAH M. HARRIS 

»■» 
Superintendent of Primary Department 
Kansas State Normal School 
Emporia, Kansas 



REVISED EDITION 
J912 



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Outlines for Primary Grades 



Nature Study and Lan^ua^e 

First Grade 

The Language Lessons are based, largely, upon the 
Nature Work. 

There are five divisions of the subject matter: 

1 . Conversation lessons. These may be from pic- 
tures, or objects in nature. 

2. Stories for reproduction. The children's first 
attempt will be single sentences, then connected sentences, 
and finally they will be able to reproduce the whole story. 
The story should be short. 

3. Poems for study. 

4. Poems to be memorized. 

5. Language proper. This should be emphasized in 
each day*s lesson. 

Helpful books: 

Alice Cooley's Teacher's Language Manual I. 
Alice Cooley*s Language Chart I. 
Anna Thomas* First School Year. 
Howliston's Cat Tails and Other Tales. 
Strong's All the Year Round, Part I. 
Poulsson's In the Child's World. 
Bailey & Lewis' For the Children's Hour. 
Laura E. Richard's Five Minute Stories. 
Perdue & Griswold s Language through Nature Litera- 
ture and Art. 



/. 



Albert Le Roy Bartlett's First Steps in English. 

Holbrook's Book of Nature Myths. 

Maude Lindsay's Mother Stories. 

Maude Lindsay's More Mother Stories. 

Kate Douglass Wiggins The Story Hour. 

Eugene Field's Poems of Childhood. 

R. S. Stevenson's Child's Garden of Verse. 

Sara Cone Bryant's How to Tell Stories to Children 

Colby's Literature and Life in School. 

Sara Arnold's Waymarks for Teachers. 

McMurry's Special Methods in Primary Language. 

Harris & Gilbert's Poems by Grades. 



SEPTEMBER 

First Week 

How can we tell that it is fall? 

An outdoor trip, to bring into the schoolroom some of 
the signs of fall. 

1 . Picture Study. Picnic in the Barn. (See first 
page of Cooley's Language Chart and Teacher's Manual, 
pages 1 1 to ] 6.) Teacher's direct questions lead the chil- 
dren to discover all that is in the picture, making use of the 
terms: See, saw, in, on, right, left, above, below. 

2. Simple description of the picture (making a short, 
connected story). 

3. 4 and 5. Poem for study. One, Two, Three, by 
H. C. Bunner. (See pages 18 and 19 of Cooley's Manual). 

a. Teach all new words and ideas in a simple con- 
versation lesson, as, half past three, twisted knee, yellow 
sunlight, wee, etc., etc. 

b. Read the poem, that the children may find the 
new way to play, Hide-and-Go-Seek. 



5 

c. Re-read and let the children supply words, when 
the teacher pauses. 

d. Reproduction in answer to the teacher's questions. 

e. Reproduction guided by the three main topics: 

Who played the game? 
Where did they play? 
How did they play? 

Second Week 

Language proper, to be noted during the week. Use 
of has and have, with a review of last week's words. 

Decorations for the week may be goldenrod. 

1 and 2. Parts of a Plant — root, stem, leaves and 
flower. The goldenrod. (See Anna Thomas* First School 
Year; also Cooley's Manual, page 37.) Take an out-door 
trip to gather goldenrod. 

3. Story, Little Goldenrod, from Cat Tails and Other 
Tales, (to be pictured by the teacher, as told). This 
picture will aid the children in reproducing the story. 

4. Poem to study: Goldenrod, Why Do You Look 
So Bright? from Anna Thomas' First School Year. 

5. Memorize and dramatize the above poem. 

Third Week 

Language proper. Use of is and are. 

1. Poem for study: The Plant Household, from 
Poulsson's Child's World, page 37. 

2. Parts of the flower and the work of each. Con- 
versation based on observation. Use any common flower 
that has calyx, corolla, stamens and pistil. Children will 
see and tell of the little green cup that holds the flower; 
the colored flower leaves, and what seems to be their use; 
the seed case; the little "pins" or "fingers," some with 
powder box and some without, etc. 



6 

3. Various kinds of seeds and the ways in which they 
are scattered. (An outdoor lesson gathering seeds; chil- 
dren take little paper baskets or boxes). 

4. Story of the outdoor trip and a further study of 
the seeds gathered. 

a. Kinds of Seeds; resemblance and difference. 

b. The parts of the seeds. 

c. Nature's plan for distribution. 

d. Care of seeds and time for planting. Seeds to be 
planted in spring and autumn. 

e. Use of seeds: 

To man 
To animal. 

5. Story for reproduction: Seedlings on the Wing, 
from All the Year Round, Part 1. 

Fourth Week 

Laneruage proper. Use of each and all. 

1. Milkweed. Try to have the milkweed pods or 
seed boxes collected before they open. Children draw 
them as well as describe them in words, (color, shape, size, 
etc.) As the seed pods burst, children may make pictures 
of the seeds with silky wings. 

2. Poem for study, September, by Helen Hunt Jack- 
son. (See Cooley's Manual, page 48.) Children should 
be made familiar with the meanings of such expressions as: 
Milkweed its hidden silk has spun; sedges, flaunt; asters by 
the brookside make asters in the brook; dewey lanes, etc. 

3. 4 and 5. Help the children to memorize this poem, 
committing one or two stanzas a day. Children enjoy 
picturing this poem. 

Yellow goldenrod. 
Corn turning brown. 
Bending fruit trees. 



7 

Long course grass (sedges) and asters by the brook. 
Grapes. 

Yellow butterflies. 

Let the children recite the poem alone, and in concert. 
A part of the time each day may be given to making 
pictures of these tokens — corn, grapes, etc. 

OCTOBER 

Fifth Week 

Language proper. Use of descriptive adjective — large, 
thick, heavy, coarse, tough and strong. Use of capital let- 
ter at the beginning of sentence, and the period at the 
close. 

Decorations for the w^eek may be sunflowers. 

1 . An outdoor trip for sunflowers. Note height, soil, 
how well fastened in the ground. 

2. Study the sunflower — root, color and shape; stem, 
color, height, shape, covering; leaves, color, shape, cover- 
ing; flower, color, shape. (Let the children find the two 
kind of flowers — disc and ray). 

3. 4 and 5. Story, The Story of Clytie. See Cooley 
book 1 , page 46; also Bailey's For the Children's Hour. 

Sixth Week 

Language proper. Plural forms, feet and children. 

Decorations for the week, pictures of babies. 

1 . Picture Study, The Baby, Cooley's chart, or any 
good Madonna and child. 

2 and 3. Story, Which Shall It Be? This story 
divides easily into the following parts: 

a. The family and the mother's letter. 

b. The mother's talk with the father. 

c. By Lillian's cradle. 



8 

d By the boy's trundle bed. 

e. By Dick's bedside. 

/. By Mary's bedside. 

g. Their thought of their eldest boy. 

h. The answer. 

/. What the mother afterward said. 

This story emphasizes the love for one another in the 
family. 

4. Poem to study, The Baby, by George McDonald. 

Where did you come from, baby dear? 
Out of the everywhere into the here, etc. 

5. Sentence work. Children filling blanks, making 
use of singular and plural forms of foot, feet; child, chil- 
dren; as, Each child in this room has two (feet). Follow the 

correct use with questions that call attention to the form 
that has been used. The teacher may give the form mean- 
ing one, as foot; and the children give the plural form; as 
feet. 

Seventh Week 

How do we know that winter is coming? 

What do animals, trees, birds and people do to get 
ready for winter? 

Language proper. Reviev^ the use of each, all, is, are, 
has and have. 

Decorations for the week, branches and twigs. 

1 . Observation and conversation. The tree's prepa- 
ration for winter. Take and outdoor trip; gather branch- 
es, note the leaf's work now, how the buds are protected, 
how the leaves let go of the branches, etc. The helpful- 
ness of plants to one another as seen by the leaves, cover- 
ing and protecting seeds and small plants and enriching 
the soil. 



2 and 3. Story, The Anxious Leaf, found in Cooley's 
Manual, page 5 1 ; also in McMurry*s Classics for Little Ones 
(to be pictured). 

4 and 5. Poem for Study, How the Leaves Come 
Down, by Susan Coolidge. The children may commit the 
fifth stanza. 

Come, children, all to bed, he cried; 

And ere the leaves could urge their prayer 

He shook his head, and far and wide, 
Fluttering and rustling everywhere 
Down sped the leaflets through the air. 

Ki^hth Week 

Language proper. New words to be added to vocab- 
ulary: Bright eyes, bushy tail, prudent, careful, orderly. 

Decorations for room: Pet squirrels mounted speci- 
mens, pictures of squirrels; also collections of nuts. 

1. Conversation and observation. Animars prepara- 
tion for winter, with a special study of squirrels. 

2. Conversation and observation: The Chipmunk; 
size, color, rust colored suit striped with black and yellow, 
a few w^hite lines; tail, round, narrow; snout, pointed; a 
small black spot on nose; whiskers, thin and black; eyes, 
large and bright; ears, small and erect; cheeks, pouched; 
winter home, hole in the ground. 

3. 4 and 5. Story, The Thrifty Squirrels. See Coo- 
ley's Manual, page 73; also Poulsson*s The Child World. 

NOVEMBER 

Ninth Week 

Language proper. The use of 's to show ownership. 
I . Poem for Study, The Mountain and the Squir- 
rel, by W. R. Emerson. 



10 

2. Conversation. The Red Squirrel. Help the child- 
ren to give a simple description. 

3. Story, Friday, Whittier's Pet Squirrel. 

4 and 5. Story, The Surprise. (Two pictures.) Let 
the children reproduce the story for the first lesson, and 
review and draw pictures for the second. 

School room decorations. (Pictures of squirrels, pet 
squirrels, and mounted specimens). 

Tenth Week 

Review. 

Nature work and pictures, stories, poems and language 
proper. 

a. Pictures, The Picnic in the Barn, The Baby. 

b. Nature work, Parts of a plant, Goldenrod, Sun- 
flower, The tree's preparation for winter, Squirrels prep- 
aration. 

c. Stories: Picnic in the Barn; The Little Goldenrod; 
Seedlings on the Wing, The Story of Clytie, Which Shall 
It Be? The Anxious Leaf, The Thrifty Squirrels, Friday, 
The Surprise. 

J. Poems for study: One, Two, Three; Goldenrod; 
The Plant Household; The Baby; How the Leaves Come 
Down; The Mountain and the Squirrel; September. 

e. Language proper. Use of see and saw. Terms 
denoting position, in, on, etc.; has and have, and are; each 
and all; descriptive adjectives in the fifth week's work; 
plural of foot and child; use of the 's; sentence work; rule 
for capital and period; new words added to the vocabu- 
lary. 

Kleveiith Week 

Language proper. Review singular and plural of 
child, children; tooth, teeth; woman, women. 



II 

1. ' Pilgrim Homes. Show pictures also of the land- 
ing of the Pilgrims. 

2. Story, Pilgrims leaving England and the Pilgrims 
in Holland. 

3. The voyage of the Mayflower (picture). The two 
babies, Oceanus Hopkins and Peregrin White. The Land- 
ing. 

4. The home building, first winter and home life. 

5. A review of the week's stories. See the Primary 
Histories; Cooley's Teachers' Manual No. 1 ; Anna 7 homas' 
First School Year. At the close of the review read the 
poem. Little Ruth Endicott. 

Room decoration. A November poster, and pictures 
relating to the Pilgrims. 

Twelfth Week 

Language proper. Use of capital for proper names. 
Use of question mark, 

Thanksgiving pictures and stories. 

1 . The Pilgrims and the Indians — Squanto. See 
Cooley, book ], page 87. 

2. Story, The First Thanksgiving by Kate Wiggans. 
Teacher ask questions in review; lead the children to 

make such sentences as: 

The Pilgrims had the first Thanksgiving. 
The Pilgrims had three days of Thanksgiving. 
The Indians came to see the Pilgrims. * 

We have one day of Thanksgiving. 

3. Poem, Over the River and Through the Wood, 
by Lydia F. Child, or A Thanksgiving "T", by Isabella C. 
Woodland. 

Decorations. The November poster and Thanksgiv- 
ing pictures. 



12 

i)i:ci:mber 

Tliirteeiifh Week 

Language proper. Use of shine, shines, shone. 
How can we tell that it is day? 

1 . Conversation. The sun: where it is, shape, what 
it gives us (light, heat). Changes that take place when the 
sun rises — light, heat, birds and insects sing, people work, 
plants, animals. Changes that take place w^hen the sun sets 
— darkness, becomes cooler, rest and sleep for the birds, 
insects, animals and people. When do plants grow the 
most, at night or in the day time? The sun's place in the 
sky, in the morning, at noon, in the evening. Review 
directions. 

2. Poem for study. The Sun's Travels, by Robert 
Louis Stevenson. 

3 and 4. Story — an old Greek story, The Story of 
Phaethon. New words to be used m the reproduction of 
the story — stubborn, rash, foolish, dazzling, fiery and fran- 
tic. 

5. Story, The Lamp and the Sun New words: 
glorious, disappeared, mistress, kindle, perhaps, pearl, 
source. 

Fourteenth Week 

Language proper. New words to be added to child's 
vocabulary. Review the use of shine and shone. 

I . Conversation. The moon: where it is; shape; 
color; what it gives us. Compare its light with that of the 
sun (mild, gentle, soft). Elxplain wnth a mirror how the 
moon reflects the light that comes from the sun; the sun 
shines on the moon and the moon reflects the light to us. 
Explain and let the children picture the full moon, half 
moon and new moon. Explain weocing and waning moon. 



13 

2. Story, an Icelandic story. See Cooley's Manual 1 . 

3. Story, a German story. See Cooley's Manual I . 
Lead the children to observe the moon. Review state- 
ments and questions. Period and question mark. 

4. Poem, The New Moon, by Mrs. Follem. 

Dear mother, how pretty the moon looks tonight. 
She was never so cunning before, etc. 

Study this with the children; read it to them, and lead 
them to tell the story. 

5. Children draw on the blackboard, the full moon, 
half moon and new moon, and write the statement. Read 
to the children Eugene Field's Wynken, Blynken and Nod. 

Fifteenth Week 

1 . Conversation. The stars: describe; tell the children 
why we cannot see them when the sun is shining, and 
that by going down deep into a well where the sun cannot 
shine, and looking up, they can be seen in day time as well 
as night. At the close of this lesson, show the picture of 
the wise men guided by the star. Let the children sketch 
on the blackboard the great dipper and the little dipper 
and point out the north star. 

2 and 3. Story, The Diamond Dipper, by Laura 
Wiltse. (Note the new words). 

4 and 5. The Line of Light, by Elizabeth Harrison. 
In Story Land. Both this story and The Diamond Dip- 
per emphasize the thought of love as the light of the 
world. The lessons on lights that have been given during 
the past three weeks lead to the Great Light of the World 
— Jesus. The story. Peep, Star, Peep, by Sarah Wiltse, 
may be used in place of The Line of Light. 



14 
Sixteenth Week 

Language proper. Use of teach and learn. Use of 
this is and there are; love, loving, loved. 

1 and 2. Conversation. The Great Light of the 
World — Christ (pictures). The Christ Child, by Hoffman, 
(Perry, picture, number 797;) and Christ in the Temple. 
The story of the Christ Child, Bible; also Anna Thomas' 
First School Year; also Jean Mitchell's School, pages 91-94. 

3. Story, The Legend of the Christmas Tree, by 
Lucy Wheelock. See Bailey's for the Children's Hour. 

4. Poem, The Little Christmas Tree, by Susan Cool- 
idge. 

5. Complete the poem and memorize a Christmas 

thought. 

True happiness, if understood, 
Consists alone of doing good. 

— Somerville. 

JANUARY 

Seventeenth Week 

Language proper. Use of hang and hung; give and 
gave. Use of capital letter for name of month, January, 
and for Saturday and Sunday. 

Conversation. The New Year; its meaning. Show 
picture of Janus. For description, see Primary Department 
of the Interstate Schoolman for January, 1910. Show pic- 
ture of Blashfield's Christmas Bells. Gifts given at Christ- 
mas time. 

2, 3 and 4. Story, Helen's New Year's Wish. See 
Henrietta Lincoln-Coolidge's In Story Land. If there is 
time for another story use The New Year's Bells, by Kate 
Whiting Patch. (This story is given in the Plan Book 
Stories in Season, April and May, 1 899); or New Year, 
by Laura Richards, from Five Minute Stories, may be used. 



15 

Eighteenth Week 

Language proper. Use of froze, freeze, frozen. Use 
of capital letters to begin proper names. 

1 . Conversation. The seasons: how determined? why 
so named? What are the signs of winter? How do we know 
that winter is here? Write on the blackboard the names 
of the winter months. Review other proper names that 
have been taught. See Anna Thomas* First School Year 
for help on teaching the seasons. 

2. Conversation. Frost and snow. Why are chil- 
dren glad to see the snow? Why are people glad to see the 
snow? What is it? (frozen water). Characteristics of 
snow crystals: color, shape, number of sides, uses. 

3 and 4. Story, Snowflakes, by Josephine Jarvis, or 
The Seed Baby's Blanket, by Mary L. Gaylord. See For 
the Children's Hour, by Bailey. 

5. Poem to be studied and memorized: 

This is the way the snow^ comes down, 

Softly, softly falling; 
So He sendeth His snow like wool, 

Soft and white and beautiful. 
This is the way the snow comes down, 

Softly, softly falling. 

Nineteenth Week 

Language proper. Use of slide, slid, slidden. 

1 . Conversation. Ice. See All the Year Round, 
part II, winter. 

2 and 3. Story, What Broke the China Pitcher? from 
Cat Tails and Other Tales, also The Children's Hour. 

4. Children study with the teacher and memorize the 
poem, O, Wonderful World of White, by Cooper. 



16 

O, wonderful world of white, 

When trees are hung with lace 
And the rough winds chide, 
And snowflakes hide 

Each bleak, unsheltered place; 
When birds and brooks are dumb — what then? 
O round we go to the green again. 

5. Children study the days of the week so that they 
will recognize the words from the blackboard. Let them 
try to write the names. Let them also write Christmas and 
New Years; also January is a winter month; February is a 
winter month; March is a winter month. 

Twentieth Week 

The care of pets or animals in or near our home. 
What pets in your home? Why keep them? How care 
for them? 

Language proper. Use of verb, catch and run and 
ran. 

1 . Conversation. Pictures: The Cat, Cooley's Chart I; 
other cat pictures. Study of Cats, by Lambert Perry, No. 
572, and The Cat Family, by Adams Perry, No. 500. 

2. Give questions for the children to work out at 
home, as. How large is your cat? First let the children 
show in their own way, then showr them how to take the 
tape measure and measure from tip of nose to base of tail; 
the depth from top of back to underside of body; length of 
tail. (For home work the children will do the measuring 
and be ready to report the next day). 

3. Report of measurements, place on the blackboard 
a picture of a cat, let the children then measure their drav^- 
ings with their hands; sketch a little kitten. Questions for 
home work: How many whiskers has the cat? How 
long? What are they for? (1 5 to 20 on each side.) Legs, 



17 

number of joints? Compare with joints in child's legs. 
Find the heel. Count the toes, claws; shape, use. (Cat 
walks on toes; heel w^ay up on leg.) Children walk like a 
cat. Pads, why? 

4. What kind of teeth has a cat? Tongue? Food; 
do5s she chew her food? (No.) How does she catch her 
food? (Children show.) Notice the eyes; explain the pupil; 
make drawings; fully round at night; partly closed at ten 
o'clock; almost closed at noon. Other care to be given the 
cat besides her food? Bed. 

5. How does she protect herself from her enemies? 
What are her enemies? Other members of the cat family: 
lion, tiger, leopard, panther. Tell the children something 
of these animals and show pictures. (Soft fur, sharp teeth, 
creep slyly, spring for food.) Value of a cat: pet, mouser. 
Tell of the three hundred cats in the United States Post- 
office Department at Washington fed at the expense of 
the government. 

FEBRUARY 

Twenty-first Week 

Language proper. Singular and plural. Mouse, mice; 
tooth, teeth; foot, feet; toe, toes; and verb forms as they 
occur. 

1 . Story for reproduction. Bell, the Cat, pages 1 35 
and 1 36 of Cooley*s Manual 1 . 

2. Story for reproduction. The Cat and the Mon- 
key, page 1 36 of same book. 

3 and 4. Story for reproduction. Purring When 
You are Pleased, pages 1 38 and 1 39 of same book. 

5. Let the children review these stories and tell true 
stories of cats they have known. 



Id 
Twenty-second Week 

Language proper. Use of lie, lay, lies, lying. 

I . Picture study. Saved, by Landseer. See Cooley*s 
Chart I; also other pictures of dogs as shown on the same 
page. 

2 and 3. Study of dogs. Food and teeth; compare 
with cat. The tongue; manner of drinking; use of tongue; 
running; legs and feet; covering; characteristics; language; 
use. See Anna Thomas* First School Year; also Cooley's 
Manual I. 

4. Story, A True Story of a Newfoundland Dog. See 
Manual, page 147. Use of lie and lay. 

5. Story, The Dog and HisShadow, page 148 of same 
book. Verb lay. 

Tw^enty-third Week 

Language proper. Sentence work. Use of speak and 
spoke. 

1. Story to reproduce. The St. Bernard, page 146, 
Manual I. 

2. Write on the blackboard the names of the differ- 
ent stories the children have learned to tell about cats or 
dogs as the children suggest them. Teach them that all 
the words in the subject or name of a story begin with cap- 
ital letters; and review the use of the capital letter for 
names of people, holidays, days of the week and the first 
word in a sentence. 

3. Poem for study to be reproduced in children's 
words: The Mastiff; The Newfoundland and the St. Ber- 
nard, pages 145 and 146 of Manual. 

I am a noble Mastiff, a watch dog true. 
Many a noble deed 1 do; etc. 
I am the Newfoundland, trusty and bold, 
I love the water and do as Tm told; etc. 



19 

My name is Barry, of the St, Bernard, 

When the snovvr drifts deep and the wind blows hard 

You may hear my bark and see me flying 

To guide the lost and rescue the dying; etc. 

4. Sentence work. Teacher direct by careful ques- 
tions. Teacher write the children's answers on the black- 
board and afterward let them try to read. This will review 
the work on the cat and the dog. 

5. Children copy the sentences made and placed on 
the blackboard yesterday, after re-reading. 

Twenty-fourth Week 

Language proper. Review of capitals. New^ w^ords. 

School-room decorations. Pictures. A picture of 
George and Martha Washington; Washington on Horseback; 
The Historic Elm at Cambridge; Washington's Monument; 
The White House at Washington; Washington's Early 
Home. Have printed on the blackboard maxims of Wash- 
ington, as: "Speak not evil of the absent; it is unjust". "Do 
not speak when others or speaking," etc. See Perry Pic- 
ture Company for pictures. 

Picture of Lincoln. His Early Home; Lincoln's Mon- 
ument in Wahington, D. C. Famous sayings of Lincoln: 
"I am nothing, but the truth is everything"; "Stand fast to 
the union and the old flag"; etc. 

1. A birthday talk. See who have birthdays in Feb- 
ruary. Short stories of Lincoln's youth. See Anna Thomas' 
First School Year; also Plan Book. 

His birthplace. 
Home. 
School. 
President. 

2. Short stories that will illustrate traits in Lincoln's 
character: 



20 

The truth. 

The pig. 

His relation to the slave. 

3. Stories of the boyhood and manhood of Washing- 
ton. 

His birthplace. 

Playing soldier. 
School. 

Story of the colt or the cherry tree to emphasize 
truthfulness. 

4. Story of our first flag. See Anna Thomas' First 
School Year; Plan Book; also Montgomery's Beginner's 
History. 

5. Review of week's work. Make a Washington and 
Lincoln poster, using pictures that have been studied. 

MARCH 

T^venty-fifth Week 

Language proper. Use of give, gives and gave; also 
herd. Singular and plural of cow, calf and ox; flock. 

\. Conversation. Picture, The farmyard. Cooley's 

Chart and Manual. Write on the blackboard a list ofithe 

animals found in the picture, as the children name them. 

Lead the children to make a short, simple story about the 

picture. 

2 and 3. Study of the cow. Description, size, color, 

covering. Feet and legs; uses and structure; compare the 
feet with the feet of the dog and cat. Horns, food and 
eating. Her service to us. Treatment she should receive 
from us. Language. 

4 and 5. Study of the sheep. See McMurry's Special 
Methods in Science; also Anna Thomas' First School Year 
and Cooley's Manual. Note singular and p ural of sheep. 
Use of wool and woolen. 



21 ' 
Tw^enty-sixth Week 

1 and 2. Story for reproduction. From the Back of 
the Sheep to the Legs of the Boy. Show pictures, or sketch 
on the blackboard cards, spinning wheel, loom. Note use 
of verbs, spin and spun; take, took, taken. 

3 and 4. True story of Mary, about whom the poem, 
Mary's Little Lamb, was written. See Cooley's Manual. 

5. Poem to be studied and parts memorized. Mary's 
Little Lamb, by Mrs. Sarah Hall. Note the use of weave, 
wove, woven; spin, spun; take, took, taken. 

Tw^enty-seventh Week 

1 . What are the signs of spring? What are children^ 
men, plants, and animals doing? 

2. Twigs and buds of familiar trees. The lilac. See 
Anna Thomas' First School Year. Note use of verb, burst. 

3. Air and wind See same book. Flying kites; a 
child's game, leading to a lesson on the wind. Why put 
the kite out into the air? What is the air or wind doing? 
What would wind blow^ing from the north be called? South, 
etc. What do the winds do for us? 

4. Story for reproduction. The sun and the wind. 
See Apple Blossoms, and other stories; also AEsop's 
Fables. 

5. Poem. What the Wind Brings. See Anna Thomas' 
First School Year. 

Twenty-eighth Week 

1 . Sentence lesson, from the story. The Wind and 
the Sun. Anna Thomas' First School Year. 

2. Sentence lesson. Air, from same book. 

3. Sentence lesson. Wind, from same book. Teacher 
ask questions that will call for these sentences. After the 



22 

teacher has written them on the blackboard, let the chil- 
dren read them. Some days they may copy them, after 
reading. 

4. Let the children copy from the blackboard some 
of the sentences used during the week. Be sure they can 
read them before trying to copy them. 

5. Study poem. W aiting to Grow. See Cooley s 
Manual. 

APRIL 

T\i'eiity-niiith Week 

R^vie.v of the pr^viDJs tea weeks* wDrk. 

a. Subjects studied: Cat, dog, Washington, Lincoln, 
cow, sheep, twigs and buds. 

h. Stories: Bell the Cat: The Cat and the Monkey; 
Purring When ^ ou are Pleased; A True Story of a New- 
foundland Dog; The St. Bernard; Stories of Washington 
and Lincoln; From the Back of the Sheep to the Legs of 
the Boy; True Story of Mary; The Wind and the Sun; The 
Dog and His Shadow. 

c. Poems: Mary's Little Lamb: What the W inds 
Bring; Waiting to Grow. 

d. Language proper. Lse of catch, mouse, mice» 
tooth, teeth, foot, feet, toe, toes, lie, lay, lies, lying, give, 
gives, herd, flock, cow, calf, ox, wool, woolen, weave, wove, 
woven, spin, spun, take, took, taken, burst. 

Thirtieth Week 

L Study of Willow Catkins (Pussy Willows). See 
Cooley's Manual No. I; also Anna Thomas' First School 
Year. 

2 and 3. Story for reproduction: Pussy \X'illows, 

Jean Mitchell's School. 



23 

4. Poem to be studied: Ti4e Pussy Willow. See 
iManual I. 

5. Review winter months and teach the children to 
name and write the spring months. 

Thirty-first Week 

Easter week. A good Easter picture for the black- 
board is given in Jean Mitchell's School. 

1 . Meaning of Easter. Stbry of the Resurrection, 
Bible. See also Anna Thomas' First School Year. 

Easter. Meaning. Why we celebrate it. (Comes from 
a word meaning to raise.) Where had the body been? 
Where was the tomb? What had been placed against the 
mouth of the tomb? With what was the stone sealed? Why? 
Who marched in front of the tomb? What did they have 
in their hands? Why? What happened the third morn- 
ing after Christ's burial? The earthquake; the angel; roll- 
ing away of stone; Jesus returned to life. 

Then of what should Easter Sunday make us think? 

"Let us rejoice and be glad that Christ arose from the 
dead." 

2. And Easter story, from Stories in Season; Plan 
Book, April and May, 1899; or Herr Oster Hase, from The 
Children's Hour, by Bailey. 

3. Madie's Easter Monday, from Coolidge's In Story- 
land. 

4. Picture study. A Rainy Day, from Cooley's Lan- 
guage Manual, Book I. Note words ending in ing. The 
teacher's questions should lead the children to tell the story 
suggested by the picture. Use the picture as the basis of 
an imaginary story. 

5. Conversation. Nature. Rain and the rainbow. 
See Poulsson's Child's World; also Manual I, of Cooley. 



24 

Story, How we First Came to Have Umbrellas, from The 
Children's Hour, Bailey. 

Thirty-second Week 

Language proper. Rule for capital letter. For the 
first word in every line of poetry. 

1. Poem. The Water Bloom, Celia Thaxter. 

2. Poem. The Indian poem about the Rainbow, 
from Longfellow's Hiawatha. 

3. Story for reproduction. Iris, from the story told 
by Maria Pratt. See Cooley*s Manual I. 

4. Story for reproduction. Buttercups, from the Pot 
of Gold, Cooley*s Manual I. 

5. Poem. The Rainbow. 

The sun wrent out to shine one day. 
Said he, I'll drive the rain away. 
The rain-drops laughed to see him try 
To drive them back into the sky. 
Each rain-drop caught a sunbeam 
And split it into rays of light, 
Red, yellow, blue, three rays in one, 
And made a rainbow just for fun. 

Children spell and write the name of the colors in the 
rainbow. Write the poem on the blackboard. Observe 
capital letters. Review capitals. 

MAY 

Thirty-third Week 

Language proper. Use of burst; sleep, slept; awake, 
awoke; swell, swelled. 

1 . A lesson on clouds. See Cyr*s Second Reader. 
Teach nimbus and cumulus. 

2. Poem. The Cloud Carriage, Cooley, Book I. 



25 

3. Germination. How do little plants start from 
seeds? How does the bean plant get out of the seed? 
What are the little plant's helpers? Why plant beans? 
Show^ dry beans and soaked beans. See Anna Thomas' 
First School Year, Cooley's Manual I; Plan Book; Month 
by Month Books. Seeds should be planted in various 
ways in the school-room four or five days previous. 

4. Study the bean. 

a. Dry bean. 

b. Soaked bean. Help the children to tell the story 
from the dry bean to the complete plant; root, stem and 
leaves. Note food outside and inside the plant. 

5. Poem. The Little Plant, by K. L. Brown. 

In the heart of a seed, 
Buried deep, so deep, 
A dear little plant 
Lay fast asleep, etc. 

Attention to verb forms. 

Thirty-fourth Week 

Language proper. Use of this and that; these and 
those. , 

1 . Story for reproduction. How the beans came up. 
See Poulsson's Child World. 

2. Complete this story. 

3. Children compose a story about the bean, one 
planted that they have observed. Teacher direct by 
questions and write the story on the blackboard. Note use 
of verbs. 

4. Story for reproduction. The Straw, the Coal and 
the Bean. See Apple Blossoms and Other Stories, by Stan- 
ley & Taylor, 

5. Complete the story and let the children picture. 



26 
Thirty-fifth M eek 

Language proper. Use of burst and grow. Compar- 
ison of adjectives, high and low. 

1 . The morning glory seed. Note color, number of 
sides, effect of water, size; (compare with bean.) 

2 and 3. Story for reproduction. A Little Morning- 
glory Seed, by Margaret Eytinge. See Arnold's Stepping 
Stones to Literature Reader, No. 3. Note use of burst and 
grow. 

4. Teach degree of comparison, using adjectives, 
high and low. Let the conversation grow out of the work 
given during the previous two or three weeks. Compare 
heights of plants that have been started from the seeds. 
Begin the study of the peom, Seven Times One, by Jean 
Ingelow. 

5. Continue the study of the poem and begin to mem- 
orize. Commit during the next two or three weeks. 

Thirty-sixth Week 

Language proper. Exercise on verb forms. See 
Sarah Arnold's Waymarks for Teachers. 

I. Study the pea. Compare with other seeds studied. 
Plant some two or three days previous; have some that 
have been in water over night; others hard. 

2 and 3. Story for reproduction. Five Peas, by Hans 
Christian Anderson. 

4. Study of the wind flower or anemone. 

5. Poem. Little Anemone, Henrietta S. Pike. 



27 



Geography 

First Grade 

To be taught: 

a. From observation of plant and animal life at home 
near the child. 

b. Through the story. 

c. From the picture. 

d. By the use of clay and sand. 

e. By use of posters. 
Helpfull books: 

Jane Andrew's Seven Little Sisters. 
King's Geographical Readers. 
King's Primary Geography. 
Frye's Book on Sand Modeling. 
Frye's Primary Geography. 
Frye's Brooks and Brook Basins. 
McLeod's Talks About Common Things. 
McMurry's Excursions and Lessons in Home Geogra- 
phy. 
Fairbank's Home Geography for Primary Grades. 
Mary E. Smith's Eskimo Stories. 
Louise J. Miln's Little Folks of Many Lands. 
Fannie Chaplin's Little Folks in Other Lands. 

SEPTEMBER 

First Week 

The ball itself. See Jane Andrew's Seven Little Sis- 
ters, chapter I. 

1 . Size (comparative.) Have a large number of 
spherical shaped objects of various sizes for children to 
handle. Lead them to guess the name of this v^onderful 
ball. 



28 

2. What is found on this ball? Trees, cattle, wild 
beasts, men. women, children, etc. Take an outdoor walk 
to see. Read to the children The World, from King's First 
Book, page 59. 

3. Description. Show pictures to illustrate the follow- 
ing: 

Some places soft and green. 
Some places tall, thick forests. 
Some places steep and rough. 
Some places quiet little ponds. 

4. Lesson on pond. An outdoor trip to see the 
pond. Note growth in and near the pound. 

5. Review trip. Show pictures and specimens. 
Story from King's First Book, pages 1 to 4. 

Second W^eek 

1. In sand. Children represent a pond (the one vis- 
ited.) Make paper boats, and explain trade, or commerce. 
See King's First Book. Write the wrord "pond" on black- 
board; meaning of shore. Show on sand picture. 

2. Review pond. Children make picture on the 
blackboard, telling story of the trip. 

3. Hill. Take the children to see a hill. Attention 
to top, base, sides; growth as compared with that in and 
near the pond; grass, trees, etc. 

4. Children model in sand, the hill they saw. Place 
on the blackboard as needed, hill, peak, slope, base. 
Show the two kinds of slopes, gradual and abrupt. For 
method, see Frye's Book on Sand Modeling. 

5. Review pond and hill. Children place pictures 
on the blackboard or on paper. 



29 

Third Week 

Kinds of soil. See Fairbank*s Home Geography, 
pages 15 to 23. 

1 and 2. Take the children out to see the soil (sand, 
loam and clay). Bring to the house and fill small bottles 
with each. Teach the name from the blackboard in sen- 
tence work. 

3. Perform all the experiments: 
Effect of water. 
How^ soil settles. 
Which is the finer. 
Which dries soonest, etc. 
4 and 5. Sources of the soil and uses of the soil. 

Fourth Week 

1 and 2. An island. Let the children see one, if 
possible. 

3. On the blackboard map of the pond, the teacher 
should place an island. Let the children model in the 
sand a representation of the lake and island visited; if that 
visit was made; if not, a representation of the blackboard 
map. 

4. Teach lake (same as pond, but large). Children 
draw lake and island on blackboard. 

5. Review. Children illustrating the story of Robin- 
inson Crusoe as given in the first and second lesson in con- 
nection w^ith the island. 

OCTOBER 

Fifth Week 

Review, using pictures on blackboard and clay: 

a. The ball itself. 

b. A pond. 



30 

c. An island. 

d. A hill. 

The children should now be able to recognize from the 
blackboard the words ball, pond, lake island, hill, sand, 
loam and clay. 

Sixth Week 

Begin the story, The Brown Baby, from Jane Andrews' 
Seven Little Sisters. This story is to be told in parts, as 
indicated in the outline below: 

1 . a. Her home on the globe (point out). 

b. Description of the baby. Her color, hair, how 
combed; her dress. (Sentence work.) 

2. a. How she lives. 

b. Give a lesson on the monkey (show pictures): 
size, color, covering, face, body, tail, their chattering or 
talking, play. Tell one good story about a monkey. 

3. Give a lesson on the parrot; get one if possi- 
ble, alive or mounted. Size, compare v^ith birds they 
know. Bright colors, name them; habits, talk. Tell the 
story of .Mr. Whittier's Parrot. See Cyr's Second Reader. 

4. a. Review. How she lives. 

b. Give lesson on a cocoanut, show one: shape, 
sphere; color, face, compare with monkey's face; milk, 
compare with cow's milk. Show how the shell would 
make two cups. Let the children taste the milk and the 
meat. Have a "Brown Baby Party." 

5. Review the week's work. Children tell the story 
of the monkey, the parrot and the cocoanut. 

Seventh Week 

L Night Compare her swinging bed with our beds; 
the rocking, the mother's place. Lse vines and show how 
twisted to form a bed. Stars, birds, mother and father 



31 

bird, monkeys. What all of these do at night. The quiet. 

2. A lesson on stars; the big dipper and the milky 
way; number of stars in the handle of the big dipper, in 
the cup. See Hiawatha Primer for milky way. See Pratt's 
Storyland of Stars. Picture on the blackboard. 

3. "Soon the large, round moon came up." A lesson 
on the moon; soft light; teach full moon, half moon, new 
moon. Children picture each. Read to the children. The 
New^ Moon, "O, Mother, how^ pretty the moon looks 
tonight," etc. 

3. a. Review. How she lives. 

4. Morning; contrast with night. Explain rosy dawn, 
great round sun; how the baby gets out of bed, her bath, 
towel, her play. 

5. Review the whole story (sentence work). 

Eighth Week 

1 and 2. Sand pictures and blackboard pictures of 
the Brown Baby's Home. Represent the brown baby, the 
cocoanut, palms, the monkeys, the birds, the swinging bed, 
cocoanuts on the ground, the brook w^here she took her 
bath, etc., or this may be represented by a poster. 

3 and 4. What the children know about a brook. If 
possible, go with the children to see one. See Frye's Child 
Nature; also Frye's Primary Geography. Note banks, cur- 
rent and bed. Tell of spring or source, and mouth. 
Experiment, throwing leaves or sticks in the water. See 
where the current is sw^ift. 

5. Read to the children Tennyson's The Brook, from 
Frye's Brooks and Brook Basins. Let the children model 
the brook in the sand and review the terms bed, right and 
left bank, source, mouth and!current 



32 

NOVKMBER 

Ninth Week 

Lessons on position, distance and direction. 

I. Position. Make the children familiar with the 
terms up, down, under, above, right, left, upper right, lower 
right, upper left, lower left, across, on, below, etc. 

2 Distance. Make the children familiar with the 
terms, narrow, wide, far, near, one block, one inch, one 
foot, one yard, one mile. Name one home or building 
that is one mile distant; others a block away, etc. 

3. Directions. North, south, east, w^est. Name homes 
in the various directions, objects in different parts of the 
room, etc. 

4. Semi-cardinal points, games. 

5. Review of week's work. 

Tenth Week 

Review of the term's work. 

The world, poem: pond, lake, island and brook — 
poem. 

The Brown Baby. Description of the child, her dress, 
her home life, playmates, bed, the night and morning. 
Animal life and plant life found in her home. 

What do we get from the Brown Baby's home? 

Cardinal and semi-cardinal points. 

Distance and direction. 

Eleventh Week 

Begin the story of Gemila, the Child of the Desert. 
This story is taken from Jane Andrew's Seven Little Sisters. 
See what the children know of a desert or sandy country. 

1. Place on the blackboard the pictures as given in 
the text. Color. Compare with the Brown Baby's home 



33 • 

and tell the story describing the picture. Show home on 
globe. 

2. The tent. Bring to the class a sand-pan, bottom 
covered with dry sand. Have a paper tent ready to place 
in the sand-pan desert. Teach the children how to make 
paper tents. Describe various ways of making tents. 
Describe Gemila's father's tent and its furnishings. 

3. The night. Outside the tent; their food. 

4. Eating; servant's dress; stars, broad sands, lovely 
rocks, "the great lonely, silent place;" sleepy groaning of 
camels; songs. 

5. Lead the children to get the meaning of desert; 
wide stretch of sand, no w^ide river, no thick forest, no hills,- 
day too bright and hot. The Arab's friend. Review. 

Twelfth Week 

The move. 

1. Early rising, bustle and preparation. Why? What 
would we do, if some day our wells and springs should 
dry up and the grass should wither? How much better 
for Gemila's father to live in a tent. Describe taking down 
the tent and packing the mats and cushions. 

2. Lesson on the camel. Show^ pictures. Describe; 
size, color, covering, awkward looking, great humps, large 
neck, use of flesh and fat of hump to the camel; pads on 
feet, why? Why a good animal for the desert? Anna 
Thomas in her First School Year gives a good outline for 
the study of the camel. . 

3. Loading the camels: First camel; how he kneels, 
loaded with tent poles and covering; second camel: loaded 
with mats, cushions and bags of dates; third camel- 
loaded with bags made of camel's skin and filled with 
water; how hung? Bags made of goat's skin. 

4. A lesson on goats. Show pictures. Describe; 



34 

compare the milk with the camel's and with that of the 

cocoanut. 

5. The ride. Describe the big, black horse that Abdel 
Hassen rides. Tell of the Arab's love for his horse. What 
the women ride. What the servants ride. Gemila's way 
of riding when a baby; the way she rides now. 

OFCEMBKR 

Thirteenth Week 

1 . The ride, continued. Stars, sun, shadows. What 
makes the shadows? How do they change? Gemila's 
feeling about leaving her old home. 

2. The father's sunshade, the servant's, the children. 
Silence in the heat. Show pictures of turbans. Bring to 
class a long strip of cloth and arrange on the head of some 
child, to represent a turban. 

3. Noon. What is done by Abdel Hassen, the 
camels, the children, the mother, the servants. Rest. 

4. What Gemila sees the second morning. What she 
does. Lesson on the ostrich (pictures). Simple descrip- 
tion; long legs, small w^ings, how^ caught, nest, eggs (pic- 
tures: show an egg if possible). Use. Show plumes. See 
Fairbank's Home Geography, page 145. 

5. The third day and what happens. The fourth 
day. Meet a troop of camels (Caravan.) How loaded; 
describe the merchant, the meeting. Illustrate with some 
child. 

Fourteenth Week 

1 . Children mould in clay, camels, and place in a 
sand-pan desert, a caravan. 

2. What they see the next day before sunset. Review 
sunrise and sunset. Give a lesson on palm trees and 
fruits; illustrate with pictures and objects; compare with 



35 

cocoanut palm found in brown baby's home. Show dates. 

3. The new home; simple description. Children 
sketch picture on blackboard. 

4. Description of Gemila: face, nose, lips, eyes, hair, 
clothing, bracelets, anklets, dress; how made. 

5. Describe the mother and review the week's work. 
Let the children make bracelets by stringing seeds or 
dwarf acorns, or a chain bracelet of paper (pasted). 

Flf^eenHi Weok 

General review of the story of Gemila. What do we 
get from Gemila*s home? 

Description of the desert. 

Animals of the desert; camel, goat, ostrich; description 
of each, well worded. 

Fruits; dates. 

Name of the spring, oasis. Let each child have a 
sand-pan and represent in sand and clay Gemila's desert 
home; tent, caravan, palm trees, oasis, ostrich, eggs, mat, 
etc. 

For the tent use paper, and color with crayon. For 
the caravan use clay, make small clay camels. For the 
palm trees use cedar and trim it in shape like the palm. 
For the oasis use broken pieces of glass. For the ostrich 
use clay. For the egg use a bean. For the mat use raffia; 
poster may be made instead of a sand-pan picture. 

Sixl<MMilli Week 

Review river. How the river made the valley. From 
Fairbank*s Home Geography, pages 84 to 89. From Fan- 
nie Chaplin's Little Folks in Other Lands. Read to the 
children the story of Zumetta. 



36 
.lAMIAKY 

Sev€Mite€*iith Week 

I . a. Foods. Lists of foods eaten every day: Bread, 
meat, potatoes, milk. Compare with the food of the brown 
baby and Gemila. 

b. Sources of foods: Animals give us meat, milk, 
eggs. Compare with the food furnishing animals in the 
two homes just studied. Plants give us fruits, vegetables, 
nuts. Compare. Minerals give us salt, lime, water. 

c Uses of food: Compare summer and winter 
foods. This will lead a little later to a comparison of food 
used in the Eskimo's home, the cold country, with that 
used in ours and warmer countries. 

2. Water and heat. Simple experiments. Put a few 
drops of water in a tin pan and heat over a small alchol 
lamp. Watch where the water goes. Heat a small bottle 
of water over the lamp and note what takes place inside 
the bottle and what comes from the bottle. Teach term 
vapor. Hold a piece of cold glass in the cloud that comes 
from the bottle and see what the cloud is made out of. 

3. Continue experiments: 

Breath against a cold window pane. What do we find 
is in our breath? See if the children can tell when they 
can see their breath, on warm or cold days? Put a little 
water in a shallow basin and let it stand in the sun. What 
becomes of the water? What becomes of the water in the 
wet clothes that are hung on the line to dry? What makes 
the little cloud that comes from the teakettle? 

Read to the children from Jessie Gaynor*s Songs in 
Child World, book 1, The Teakettle Song. 

4 and 5. Forms of water: Fog or water dust, rain, 
hail, snow, dew, frost. See Frye's Primary Geography. 



37 

Eighteenth Week 

Snow crystals. Teacher place drawings on the black- 
board. 

a. Shape and color. 

b. Beauty of their delicacy, symmetry. 

c. Interdependence of flake upon flake to be of use 

to us as they mass together. 

d. Uses, coming from massing: 
t. To give pleasure. 

2. Beauty it gives to nature. 

3. Fun it furnishes children. 

4. Assists in transportation. 

5. Furnishes us water. 

6. Makes a covering for plants. 

7. Makes a home for the Eskimo. 

8. Show our dependence upon the Eskimo coun- 
try. 

Nineteenth Week 

1 . Show pictures of the northern country. Children 
find snow and ice in all. Show a number of pictures of 
glaciers and icebergs and tell stories of them. See King's 
Geographical Reader, Book I. Sketch pictures on the 
blackboard. 

2 and 3. Go to the pond and see what changes have 
taken place since September. 

4 and 5. Story, The Snow Man, from Bailey's Chil- 
dren's Hour. 

T^^entieth Week 

Begin story of Agoonack, the Eskimo Sister. Base the 
life of the North on this child. Teacher read the story 
carefully and tell it to the children. Illustrate it by draw^- 
ings pn the blackboard and by sand and clay modeling. 
See Jane Andrew's Seven Little Sisters. 



38 

1. Sketch on the blackboard the home described. 
Show on the globe. Compare with our winters and with 
the home of the brown baby and Gemila. Show pictures 
to lead the children to discover snow and ice in all of them. 
Describe the house, door, windows. Illustrate the mean- 
ing of transparent. King's Geographical Reader, No. I, 
gives some good pictures and descriptions. 

2. Describe an Eskimo: Clumsy, legs short, color 
of hair, eyes, skin; clothing, socks, skins of birds; mocca- 
sins, seal skin; boots. 

3. A lesson on seals. Home, head, body, color, 
numbers, how caught, use to the Eskimo. See King's Geo- 
graphical Reader, No. I, also Anna Thcmas' First School 
Year. 

4. Lesson on bear. See King. 

5. Lesson on eider duck. See King. 
Review^ the week's work. 

FEBRUARY 

T>venty-first Week 

Agoonack's Long Night. See Eskimo Stories, Mary E. 
Smith. 

1 . Dinner-time, no sun. Stars. Review stars, great 
dipper, little dipper, milky way. 

2. Great icy peaks. Show picture. Draw. Strange 
light (northern light). Describe. Compare with our 
Fourth of July lights. See Hiawatha Primer, by Florence 
Holbrook. 

3. Agoonack's sled (birthday present). Picture on 
blackboard. Material, bones of w^alrus and whale, seal 
skin; describe back; how drawm over the snow. 

4. Lesson on the whale. (Pictures.) See pages 189 
and 190 of King's Geographical Reader, book 1. 

5. Little brown puppies. Lesson on Eskimo dogs.. 



39 
T\^enty-secoiid Week 

1 . Games. Hockey (bone ball and bat) dolls; sled. 
King's Geographical Reader, pages 184 to 186. 

Baby Sip'See; how he rides. See text. 

2. Inside the house. Very warm. Remove thick 
clothing. Why warm? Lamp; make one. See also King's 
Reader, page 1 79. Uses of lamp, lighting and cooking. 

Seats, bed and table; how built. 

3. Food. Raw meat, milk of reindeer. Lesson on 
reindeer (picture). See Anna Thomas* First School Year. 
Describe: head, horns, body, legs and feet. Use: their 
horse and cow; they use skin, flesh, bones and horns; 
food. 

4. Father's return from the bear hunt. Nannook. 
Water; melted blocks of ice: laughing, eating, singing. 
Stories: of the hunt; of the seal; of the foot-tracks of the 
reindeer; in the valley. Review hill and teach valley. 

5. A snow storm. Describe. Covers the hut; digging 
out after the storm. Jack Frost. 

TM^enty-fhird Week 

How Agoonack lives through the long sunshine. 

1 . The climb to the top of the hill. Review parts of 
a hill. What they see — sun; bright, round, smiles a minute 
and then slips away; the next day and the next, stays 
longer. The change in the snow; melts; hardy flow^ers 
start (meaning of hardy); change in icy coat over the water. 
Birds: Review eider duck; compare with gay colored 
birds found in the brown baby's home; eggs, where found. 

2. The Eskimo boy; his games. The seals, whales, 
walrus, whale, reindeer. The old men. Great white seal, 
good omen; (meaning of omen). Agoonack's books; her 
disposition. 



40 



3. In sand-pan let the children build an Eski 



mo 



II 



village. 



4. In sand-pan let each child make Agoonack's hut. 
Show snow peaks in the distance; icy streams; a few 

mosses, a reindeer in the valley, a seal or w^alrus on the 
shore and Agoonack's little brown puppies; Poster may 
e made instead of the sand picture. 

5. Pale travelers. Story of Perry and his travels in 
the north; of Dyche. The Eskimo's kindness. 

Tw^eiity-fourth Week 

Complete the sand model; using clay for the animals. 
Review the whole story. Make a blackboard list of the 
animals of the north as the children name them. Children 
make the blackboard sketches of icy peaks, snow huts and 
sleds. Teacher write on the blackboard simple sentences 
given by the children in answer to her questions. These 
may afterward be read and copied by the children, as: 

Where does Agoonack live? Agoonack lives in the 
north. 

in what does Agoonack live? Agoonack lives in a 
snow hut. 

What does Agoonack eat? Agoonack eats ravsr meat. 

What does Agoonack drink? Agoonack drinks rein- 
deer milk, etc. 

To what extent do we depend upon the north country? 



MARCH 

Twenty-fifth Week 

Begin the story of Jeannette. The Little Mountain 
Maid, from Jane Andrew's Seven Little Sisters. 

I . Review hill. Teach mountain and mountain range. 
Mould in sand. Children should become familiar with the 



41 

terms peak, base and side; teach new names, mountain 
and mountain range, from the blackboard. Use the picture 
of the mountains shown in text for a model. Use cotton 
to represent snow-capped. Make a small poster showing 
mountain peaks. 

2. Show picture of deer or chamois Give a lesson 
on the chamois. Teacher should have one modeled in 
clay to show the class. Describe: delicate horns, shapely 
body, slender legs, food, home. Let the children mould it 
in clay. 

Jeannette; place the name on blackboard. Her home. 
Show on globe. Have the picture from the text sketched 
on the blackboard. Is it easier for a child to be good and 
pure so far up among the quiet hills? Does God seem 
closer? Mountain trees, pine and firs; how different from 
ours? How the house was built? Her mother; the ride 
on the long-eared donkey. 

4. Jeannette as a child; the grass, sunset, blue-eyed 
gentians. Describe: strawberries, black bog mud, Alpen 
roses, blue snake, black nanny goat, milk, black kids. 

5. Lesson on goats (pictures). Describe: head, horns, 
body, legs, feet, milk; butter and cheese making. . 

Tw^enty-sixth Week 

1. How Jeannette*s father cares for the cow and 
goats. 

2. The travelers. Why stop at Jeanette's home. How 
treated. Their need of a guide (Joseph). His tall hat, 
mountain staff (long, strong cane). Use of the cane. The 
singing, praising and happiness. 

3. The accident. Gentleman's return with Joseph. 
Joseph still happy. The recovery. Carving: spoon, bowl, 
knife and fork, plates, chamois. Let the children draw 
these on the blackboard, as they think they look. 



42 

4. Father's return at the close of summer. Autumn. 
The nut. Gathering nuts. Why some to be eaten, some 
to be boiled, roasted, packed in bags and sold, dried and 
cracked in winter? 

5. Jeannette's bed. Wooden box, built against the 
wall. Her dream, the chestnut woods, squirrels, brook. 
The trip to gather nuts. Father's call, dinner packed, the 
donkey, filling the baskets. 

T^v^enty-sev^enf h Week 

I. Review the story of Jeannette. 

2 and 3. Make her home in the sand. Show snow- 
capped mountains, log house (use twigs, cut evenly). Pine 
and fir trees, timber line, Joseph (clay). Alpen staff in 
his hand, goat (clay). A poster may be made. 

4. Make a blackboard list of trees, fruits, animals, 
plants and foods in this mountain home as children sug- 
gest. 

5. Sentence work. Teacher direct by questions, chil- 
dren answer. Teacher placing these answers on the black- 
board for a reading lesson. 

Twenty-eighth Week 

I . Locate China on the globe. Day here, night there. 
Review sunset and sunrise. Review river; also clouds. 

2 and 3. See Boy Travelers in Japan and China, 
pages 417, 447, 327, 269, and tell to the children. This 
will be a fitting preface to the story of Pense, the Chinese 
girl. 

4. Pense*s home; boat, square and clumsy looking; 
roof, rooms. Sketch on blackboard the picture given in 
Seven Little Sisters. The ducks. Show one from museum. 
Note boat-shaped body and web feet. See also, Anna 
Thomas' First School Year. 



43 

5. Their dress, Kanghy; bamboo hat, shaved head, 
one lock braided, care of it. Nankeen jacket. Pense, 
soft curls, later braided, high knot. Head shaved, show 
shoes. 

APRIL 

Twenty-ninth Week 

1 . The breakfast. Tea. Why all drink tea? Bowlsjof 
rice; how eat. Show chopsticks. Pearl chopsticks of rich 
lady. How to make a cup of tea. 

2. Lesson on tea-raising (picture of plant on black- 
board). Soak leaf and show^ full leaf. See Talks about 
Common Things, by McLeod, and Aunt Martha's Corner 
Cupboard. 

3. Lesson on rice. See books named above. How^ 
to cook a cup of rice. 

4. Lin's fishing. Read story from Chaplin's Little 
Folks in Other Lands. 

5. The mulberry trees and silk. Review^ each day. 
See Fairbank's Home Geography. 

Thirtieth Week 

1 . Begin the story of The Little Dark Girl. (Seven 
Little Sisters.) See what the children already know of the 
negro race. 

2. What Manenko can do. Place her name on the 
blackboard. 

a. Paddle a canoe. 
h. Hoe corn, 
c. Find w^ild bees' honey. 
Explain each. Illustrate paddling a canoe. Show^ pic- 
tures of scarlet fruit. 

3. A lesson on corn; grain, root, stalk, leaves, tassel, 
ears. Where raised. See Jane Andrew's Each and All. 



44 

Her house; door, roof, (show picture of rushes). 
Compare with shingled roof; beds. 

5. Other members of the family, and a description of 
them. Color, lips, nose, hair (wool), how combed, clothes. 
Compare with Agr)onack's and others. 

Thirty-first Week 

1. Lej^son on an entelope. Pictures. Description, 

use. 

2. The hunt. Preparation. Her breakfast, cake, 

scarlet beans, honey, milk from cow; spoons. Lunch, nuts 
and meat. Animals they will see, antelope, buffalo, lion, 
elephant. 

3. Lesson on buffalo. Picture. Description, use. 
See King's Geographical Reader, book I. Were buffalo 
ever here? Meaning of buffalo wallow. 

4. Lesson on elephant. Pictures. Description, use. 
See reader named above. 

5. Lesson on white ants. Their work and use. 

Thirty-second Week 

1. Mother's and Manenko*s w^ork while the men hunt. 
How the round hill came to be behind their house. 

2. The basket making. Get vines and -show how. 
Suggest other kinds of baskets. Show raffia, reed and clay 
baskets that have been made by manual training classes. 

3. The honey-bird; its call. Children memorize. 
Lesson on bees and honey making. Show^ bees' wax, hon- 
ey-comb, picture of bee-hive, queen, drone. 

4. The return from the hunt. The reception. The 
tall reeds (pictures), the tusks (ivory), gay procession. Sto- 
ries of the hunt. Show pictures of alligators, of hippopota- 
mus. Show pictures that will give the children an idea of 



45 

the size and strength of the great animals in the hot coun- 
tries. 

5. Complete the story, showing how simple and 
happy these people are. 

MAY 

Thirty-third Week 

Review the story of Manenko. 

1 . In sand-pan, show the reed house, built of grass 
tied together in bunches to represent reeds; hills, back of 
the house on which corn is planted, tall reeds and vines 
growing by the river; or make a poster. 

2. On the blackboard write a list of animals men- 
tioned in this story, as the children name them, list of fruits 
and plants; food of these people. 

3. Sentence work for reading, directed by the teach- 
er's questions. Illustrations: Where did Manenko live? 
What kind of a country is Africa? What color is Manenko? 
etc. Manenko lived in Africa. Africa is a warm country. 
Manenko is a little black girl, etc. 

4. Begin the story of Louise, the Child of the Beauti- 
ful River Rhine. Stories of this river; location on globe; 
name of country, Germany; then what shall we call Louise? 
(German girl.) Review river; teach river basin. Show pic- 
tures of castles. 

5. Description of the home of Louise. 

Thirty-fourth Week 

1 . The poor people in the valley and how Louise 
helped them. 

2. What Louise can do: cut weeds in the garden, 
knit, study. What Fritz and Christian can do. 

3. Autumn on the Rhine. Teach the seasons: spring, 



46 

summer, autumn and winter. The trip to the vineyard. 
What is a vineyard? The lunch, German food. The ride, 
scenes. Wine making; explain vats. 

4. Winter. Christmas, the baby, the tree. 

5. Review the story. 

Thirty-fifth Week 

Louise, the child of the western forest. 

1. See what wonderful thing happened to Louise 
to cause her now to be called the child of the western for- 
est. Review pond, lake and teach ocean. The cold night, 
the mother, baby Hans, the children, father, the story of 
their loss; how the children felt. 

2. The letter to Christian. His decision. Spring. 
Preparation for the journey. The chest and linen. 

3. The journey. The ship, parts (picture), sea-birds, 
work of the sailors. Water everywhere. Their life on the 
ship for many days: knitting, flute-playing, etc. 

4. The landing on May-day. The long journey on 
the cars and steam-boats, up rivers and across lakes; scenes, 
the wagon ride. 

5. A lesson on tree-cutting. Log houses, logging (pic- 
tures of logging camps), lumber making (pictures of saw- 
mills). 

Thirty-sixth Week 

1 . The night in the wagon; breakfast. Why the chil- 
dren go back to the village. 

2. The log house; contrast with the home on the 
Rhine; the furniture. 

3. Louise*s lesson from the squirrels; the quaiFs thin 
whistle (children give it). 

4. The winter and Christmas contrasted with the one 
in Germany. 



47 

5. Sand pictures of Louise's new home, showing log 
house, trees and tree stumps, and an edge of the ocean 
crossed. 

Part of the class show a sand picture of the river 

Rhine, valley, poor homes (clay), high hill, Louise's large 

home, the vineyard. Posters may also be made. 

ft 
Supplementary Lessons 

a. Last chapter. A review of the Seven Little Sisters; 
name them; give color; climate of country in which each 
lives; houses or homes of each; animals in each country; 
fruits and plants. 

b. Dress and work of each. Place on blackboard a 
list of the things we get from each country. Question to 
bring out the truth, taught in the last chapter: the heathen 
countries, their need of help. What can we do for them? 

c. Review: pond, lake, ocean, shore, river, banks, 
source, mouth, current, bed, river-basin, valley, mountain, 
hill peak, base, slope or sides, forest, timber line, meadows, 
island, desert, oasis. Let the children sketch pictures, 
mould in sand and define orally. 



48 



Hand Work 

First Grade 



"Train the eye, exercise the hand, and firm becomes 
the will, clear the intellect." 

Helpful books: 

Katherine Dopp's The Plan of Industries in Elemen- 
tary Education. 

Maude Summer's First Lessons in Handicraft. 

Isabelle F. Bowker's Busy Hands, Construction Work 
for Children. 

Lina and Adelia Beard's The Little Folk's Handy Book. 

Virgina McGaw's Construction Work, Rural and Ele- 
mentary Schools. 

Elizabeth Sanborn Knapp's Raphia and Reed Work. 

Wilhemina Seegmiller's Primary Hand Work. 

Jessie Davis' Organized Hand Work. (For public 
schools and kindergartens.) First to Sixth Grades, No. 2, 
Construction Work. 

Prang's Manual for Primary Teachers^ 

Prang's Text Book of Art Education. 

Kellogg's Clay Modeling. 

Mary White's How to Make Baskets. 

SEPTEMBER 

First Week 

Drawing circles of different sizes on paper and on 
blackboard to represent fruits or other objects shaped like 
a sphere. 

Color work. Some round leaf, as geranium, nastur- 
tium. 

1 . Mass work, using green water color. Nasturtium 
leaf (object before children). 



1 



49 

2. Repeat. 

3. Fold gr^en paper and cut circle shaped leaves. 
For practice work use white paper until a pattern is chosen. 

4. Arrange and paste these paper leaves on paper, 
forming a border. Draw double lines above and below 
the leaves, making and edge to the border. 

5. Stencil border. Use white paper, two by five 
inches. With a round leaf for a pattern, outline carefully, 
and repeat a number of times an even distance apart. 
Cut out carefully and paste on a strip of water color paper 
previously painted green to match the color of the leaf. 

Second Week 

Clay work. 

1 . a. Study the sphere. 
b. Mould in clay. 

2. a. Study the apple. 
b. Mould the apple. 

Drawing and color work. 

3. Mass work, using red water color. The apple, no 
outlineJ 

4. Free-hand cutting of the apple: first from practice 
paper, then from the red paper. 

5. Outline drawing of sphere and apple on the black- 
board. 

Third Week 

Manual training. Cutting and pasting designs. 

1 . Cutting heart-shaped leaves from red and yellow 
papers. 

2. Paste the red leaves, after carefully arranging. 

3. Paste the yellow leaves, after carefully arranging. 
Designs for book covers, wall paper, carpets, etc. 



50 



i 





Color work. 

4. Color a red leaf (mass work). 

5. Color a yellow leaf (mass work). 

Fourth Week 

Paper cutting and color work. 

1 , 2 and 3. Flowers: black-eyed susans or sunflow- 
ers. These may be represented by a combination of paper 
cutting and color work. 

4 and 5. Weaving. From bogus paper, weave sim- 
ple mats, and from these make baskets to hold the chil- 
dren's drawings. See Seegmiller's Primary Hand Work, 
pages 36 to 38. 

OCTOBER 

Fifth Week 

I and 2. Manual training: measuring, cutting and 
folding. A cubical seed box. See Knapp's Raphia and 
Reed Work. 

Use a square of manila paper, (brown or gray), six by 
six inches. One fold through the center, then fold each 
edge to the center. Fold vertically in the same way. Cut 
off the outer squares on left and bottom. See Knapp*s 
Raphia and Reed Work. 



51 



Drawing and color work. Grasses and seeds. 

3. Mass work — ink or gray w^ater color. 

4. Mass work — ink or gray water color. 






5. Pencil sketch or blackboard sketches of the same. 

Sixth Week 

Clay work, suggested by the story of the Brown Baby, 
from Jane Andrew's Seven Little Sisters. 

1. Mould a cocoanut. . 

2. Hemisphere. Mould ^wo cups made from a 
cocoanut shell. 

Drawing and water color, a cocoanut. 

3. Mass work. Paint a cocoanut. 

4. Free-hand cutting. A cocoanut. 

5. Blackboard draw^ing. A cocoanut. 

Seventh Week 

1 . Children collect leaves and grasses (outdoor les- 



son. 



2. A report of the out-door trip. Make blue prints of 
the prettiest leaves and grasses. (See that the children 
can name them.) 



■:>! 



3. Drawing, illustrate the story, The Anxious Leaf. 

Q. The teacher tell the story, and questions for pic- 
tures. 

h. The children draw the pictures they saw while the 

stor>' was told. 

4 and 3. Braid a whistle cord. L se shoe strings — 
two red and one white. 

Fi^Iith Week 

Manual training. \\ eaving. 

I and 2. Match yellow and green paper with the par- 
rot's feathers and weave a foot rule. See Knapp's Raphia 
and Reed W ork. 

n 





] 



1. Two strips, twenty-five inches long and one inch 
wide. 

2. Twelve strips, six inches long and one inch wide. 
Drawing and color work. 

3. Mass work. Paint a pumpkin. Always have the 
object before the pupils. 

4. Repeat. 

3. Change the picture of the pumpkin into a jack-o- 
lantern. 

NOVEMBER 

Ninth Week 

I, 2 and 3. Free-hand cutting. Autumn fruits and 



53 

vegetables. Apple, beet, squash, cherry, tomato, turnip. 
Always have the object before the child. 

4. Drawing some one or two of the objects studied 
in the cutting, as tomato or turnip. 

5. A group picture of some of the best free-hand cut- 
tings. 

Tenth Week 
Clay work. 

1. Study and mould a cylinder. 
Sewing. 

2, 3 and 4. Begin a cardboard napkin ring. Measure 
and cut a. strip of light blue cardboard, six and a fourth by 
two inches. On each edge have drawn a Greek border. 
Work this border, i. e., sew it with yellow or light blue 
zephyr. Then sew the ends of the cardboard together. 



5. On the blackboard draw the Greek border and 
other simple borders, using straight lines. 

Eleventh Week 

Clay work. 

1 . Study and mould the cube. 

2. Mould an A, B, C block. 

3. 4 and 5. Cardboard and construction work. Pil- 
grim's chest, cradle, settee, table, bed, chair, etc. (Note the 
number lessons in connection with this.) See Summer's 
First Lessons in Handicraft. 

Twelfth Week 

1, 2, 3, 4 and 5. A poster. Free-hand cutting from 
the story of the Pilgrims. A church to represent England, 



54 

a windmill (Holland); the Mayflower, the voyage; wig- 
wams, trees and Indians, America as the Pilgrims found it. 
A log house, trees and Pilgrims, the change. Pumpkins 
and turkeys, the first Thanksgiving. 

DHCKMBER 

Thirteenth Week 

I and 2. A Christmas box. (Folding and cutting.) 
Size of box, three by five by one. This is to be made 
from construction paper and covered with holly paper. 
Give the children the correct size for the box and direct 
them in cutting and pasting. These may be tied with 
bright red ribbon. 

3, 4 and 5. Raphia work. Make a circular frame of 
cardboard and wrap with raphia. This frame may be 
made to fit the Perry Picture of Raphael^s Madonna of the 
Chair. Tell the story of this picture. 

Fourteenth Week 

1 and 2. Drawings representing tilings and brick 



wor 



k. 


























3. Study and draw pine needles. 

4. Water colors, (green and brown) pine needles, 

5. Repeat. 



55 
Fifteenth Week 

1 . Study the Sistine Madonna by Raphael. Show 
picture; tell story. 

2. Practice work, with water colors, on holly berries 
and leaves. 

3. 4 and 5. From stiff water color paper, cut a small 
Christmas card and decorate with pine needles or holly 
leaves and berries. The words, "Merry Christmas," may 
be printed on the cards by the teacher and traced in water 
colors by the children. 

Sixteenth Week 

1 , 2 and 3. Christmas bells. Cut a strip of paper 
three and a half by seven inches. Roll it into a cone shape 
and pin. Trim off even w^ith the shortest part of the bot- 
tom edge. Make the clapper of two round disks of paper 
with the string pasted between them. These may be 
made from guilt or red paper. 

4 and 5. Make paper candles. See Beard's The Lit- 
tle Folk's Handy Book, page 121. 



JANUARY 

Seventeenth Week 

Paper cutting and pasting. 

1 and 2. A calendar; cardboard, gray; calendar, 
white; ribbon, pink or light blue. 







56 

3. Cut snowflakes from white tissue paper. Give 
careful dictations for the folding. 

4. Paste the snowflakes on dark cardboard. 

5. Complete any pieces not finished that have been 
begun during the term. 

Eljihteeiith Week 

1 and 2. Water colors. A winter scene. Sky gray; 
leave the ground white, putting in a few gray shadows, 
one dark gray tree; or this may be made in paper cutting. 




3, 4 and 5. Paper folding and cutting. A sled. See 
Summer's First Lessons in Handicraft, page 55. 

Nineteenth Week 

1, 2, 3, 4 and 5. Begin weaving mats. Use heavy 
cord on the looms and weave the strips of raflSa through 
this cord. Two colors may be used. 

Twentieth Week 

I and 2. Silhouette of a cat. 





57 

3, 4 and 5. Free-hand paper cutting and blackboard 
drawing of the same. 

FEBRUARY 

TM^enty-first Week 

I . Review squares and circles and begin a border. 
Select red squares and red circles and arrange between 
lines that have been previously drawn on white paper. 
After they have been well arranged, paste them. 



D^^S 




2. On water color paper draw a border, a picture of 
the one pasted yesterday. Trace around the edge of cir- 
cles and squares similar to those pasted. 

3. Color the border just drawn to match the colored, 
pasted border. 

4 and 5. Complete. 

Tiventy-second Week 

1 . Illustrate the following lines in color work, paper 
cutting or blackboard drawing. 

Oh who wouldn't be a soldier 
When the band begins to play 
And the regiment is out on dress parade; 
When the stars and stripes are floating 
On a strip of bunting gray, 

Why there's nothing that would make one feel 
afraid. 

2, 3, 4 and 5. Weave a book-mark from one inch 
strips of blue and white paper. See directions for making 
the foot ruler as given in eighth week's work, instead of cut- 



58 

ting off the edges trim them to form a V, or cut diagonally 
across the end. Red and white paper may be used. 

This week's work may be exchanged for the next, 
twenty-third, when necessary to complete the valentines 
before the fourteenth of February. 

T>venty-third Week 

Making valentines. 

I . Fold water color paper, making two leaves about 
four by five. Tint the edge of the front leaf, making it 
harmonize with other colors that will be used in decorating 
the card. 

2. Tell the story of St. Valentine. See Plan Book; 
also Anna Thomas' First School Year. 

3. Trace the letters, "To My Valentine," using brush 
and water colors on practice paper. 

4. Trace the letters that have been placed on the val- 
entines already begun. 

5. Paste the picture on the front leaf and write the 
verse on the second leaf. 




T^venty-fourth Week 

Cutting and pasting. , 

1 . Tell the children the story of the first flag. Let 
them cut from paper a star, as Washington taught Betsy 
Ross. 

2. Give the children white paper for a flag six and 



59 

one-half by eight inches, with a three and one-half inch 
square marked in the upper left hand corner; seven red 
strips one-half inch wide, and one blue square three and 
one-half by three and one-half inches. Children paste 
the square and as many stripes as time permits. 

3. Arrange on blue square thirteen silver stars (stars 
for tally cards), then paste and complete. 

4 and 5. Have silhouette drawings on the blackboard, 
showing Washington's sword, hat, hatchet, etc. Let the 
children cut these from white paper and mount them on 
dark paper. 

MARCH 

T^^enty-fifth Week 

1 , 2 and 3. Paper cutting. Let the class all help in 
making a poster to represent a windy day. The teacher 
may arrange the background and foreground of the pic- 
ture on a sheet of paper ten by twelve inches or twelve 
by fourteen. Show a light blue sky and green in the 
foreground. The children may cut from light brown or 
gray paper, trees showing the branches tossed by the wind 
— and the best trees may be selected for the poster. Cut 
kites, wind-mills, and clothes to hang (or paste) on the 
line. Make these look as if blov/n by the wind. A fence, 
gate and house may be added to complete the poster. 

4 and 5, A wind-mill or pin-wheel. Give each child 
a paper six by six inches and a slender stick six inches 
long. Fold the opposite corners of the paper together, 
then open and fold the other two corners, making creases 
diagonally from corner to corner. From the corner cut 
along the crease to one inch from the center. Fold alter- 
nate points to the center and fasten to the end of the stick 
with a pin. 



60 
T^venty-sixth Week 

Clay wrork. 

1. Mould a bowl. This work is suggested by the 
geography story, Jeannette, from Jane Andrew^'s Seven 
Little Sisters. 

2. Mould the spoon and knife Jeannette used. 

3. 4 and 5. Make kites. The first day the children 
make the kites as they choose without any special sugges- 
tions from the teacher — paper cuttings, pencil or black- 
board drawings, etc. 

Later small slats cut from berry boxes may be used for 
making the kite-shaped frame. Fasten the sticks with 
glue, or they may be tied together. Notch the sticks and 
fasten threads around the frame. Cover with tissue or 
other thin paper. White or colors may be used. Make 
the tail of thread and tissue paper. Then fasten a string 
to the kite. 

T^v^enty-seventh Week 

1 . Begin a match scratcher. Cut from cardboard the 
back of the scratcher. This should be previously outlined 
by the teacher. 

2. Paste the sand paper and trace with water colors 
the letters, "Scratch Me." 

3. Complete the scratcher, fastening a ribbon hanger. 




4 and 5. Chinese lanterns. Use kindergarten paper 
or wall paper. Use pretty, bright colors. Cut oblong of 



paper about four by eight inches. Cut vertical shts about 
one-haif inch apart; parallel with the four inch edge. 
These may be made more easily by folding the long edges 
together, then make cuts from the fold to one-half inch 
from the edge. Paste the short edges together and make 
small paper handles. 

Twenty-eighth Week 

1 . 2 and 3. Papper cutting. Flying birds. Free- 
hand cutting and also cutting from patterns, showing a 
flock of biids flying north. 

4. Picture study. The Pet Bird, Meyer von Bremen. 
See page A of book I, Thomas* Short Course. By definite 
questions lead the children to name the picture and tell the 
story the picture tells. 

5. Tell the story of the painter, Meyer, while the 
children mount the picture, The Pet Bird, on a gray card- 
board previously measured and cut. Use the miniature 
size of the Perry Pictures. 

APRIL 

Twenty-ninth Week 

1, 2, 3, 4 and 5. Make a book-mark using splints and 
raphia. See Knapp's Reed and Raphia Work, page 112. 

Thirtieth Week 

Water colors. 

1 . In brown or gray water colors paint twigs or small 
branches of trees, twigs that have been in warm water for 
several days and placed in the sunshine window to swell 
the buds. 

2. Paint a twig of pussy willows. Show brow^n stems 
and gray pussies. 



62 

3, 4 and 5. Make a little card for a "Spring Greeting." 
Sketch on this card four posts. Let the children trace 
them with water colors, then paste a pussy willow bud on 
the top of each post. With gray water colors, paint head 
and tails. Below the picture print: 

"Sweet and low 

The soft winds blow, 

Come pussy, pussy willow." 

The children may trace these letters with gray water 
colors. 

Thirty-first Week 

I and 2. Paper cutting. Free-hand cutting, also cut- 
ting from a pattern, Easter lilies, rabbits and Easter eggs. 

3, 4 and 5. Make an Easter card. On red cardboard 
about three by four inches mount a white paper' cutting of 
a rabbit and an Easter egg. Print "An Easter Greeting." 
Let the children trace these letters in gold paint. 

Thirty-second Week 

1, 2 and 3. Use the Sunbonnet Baby Color Cards, 
size five by seven, by Bertha L. Corbett. See Wilhemina 
Seegmiller's Primary Hand Work. A Breezy Day or Swing 
High, Swing Low. The children may color these with 
water colors. 

4 and 5. Use the Overall Boy Color Cards in the 
same way. The Birds' Nests, Feeding the Hens or Milking 
Time. 

MAY 

Thirty-third Week 

I, 2 and 3. May baskets. From cardboard make a 
six-sided basket. Let the children cut on the lines drawn 
and then fold and tie with ribbon. 



63 

4 and 5. Silhouette. A little girl in the class may 
pose, showing a little Sunbonnet Girl. Precede this sil- 
houette work with a study of pose lines. 

Thirty-fourth Week 

1 , 2 and 3. Silhouette. A little boy in the class may 
pose. Show a little Overall Boy. 

4 and 5. Mould clay baskets. Roll long strips of 
clay and coil, pressing the coils close together. Use one 

small roll for the handle, or braid three small rolls. 

« 

Thirty-fifth Week 

1 . Illustrate drawing. Children to draw picture sug- 
gested by the following poem: 

Only a little seed, 
Very small indeed. 
Put in the ground, 
In a little mound. 
And wait and see 
what it will be. 

1 and 2, Make seed labels, one-eighth inch bass 
wood, one inch by seven inches; point three inches long. 
Children to measure, mark and cut. 

3, 4 and 5. Silhouette. Nature. Leaves or flowers 
on a branch as peach, leaf and blossom, apple, rose, etc. 




Make blue prints of the prettiest specimens. 



64 



Thirty-sixth Week 

1 and 2. Cardboard cutting and folding, (doll furni- 
ture). Cut from cardboard and fold a chair, lounge and 
table. 

3, 4 and 5. Illustrative drawing. 






3. Draw the tent, the home of Gemila. 
Review^ cone. 

4. Draw the snow hut, the home of Agoonack. 
Review^ hemisphere. 

5. Draw the reed house, home of Manenko. 
Review cylinder and cone. 



65 

Numbers 

First Grade 

Brief outline of the year*s work. 

Expression. Reading and writing numbers from 1 to 
1 00, suggested by pages in books, numbers on school-room 
doors, etc. Roman numbers to XII. Signs, +, — and — . 

Counting. Counting objects by ones and by tens to 
1 00. Counting by twos to I 2. Counting by threes to I 2. 

Addition and substraction. Addition of any two 
numbers w^hose sums does not exceed 1 2, as, 6 

+3 

9 

Also the corresponding facts in subtraction: 

9 9 

-3 -6 

— or — 

6 3 

Group work. Recognizing small groups without count- 
ing. 

Measures. Length: inch, foot, yard. Liquid measures: 
pint, quart. Money value: cent, nickel, dime, dollar, half 
dollar, quarter of a dollar. 

Forms. Square, circle, oblong, triangle. Solids: cube, 
sphere, cone, square and triangular prisms, cylinder. 

Construction work. Meeting problems through paper 
cutting, paper folding, cardboard work, use of blocks 
(building), making designs, etc. 

Fractions. Yi, X, M when related to a single object, a 
group of objects and one object compared with another 
(ratio). 

Problems. Such problems as will interest the children 



66 

on account of their immediate relation to child life and to 
children's needs. 

Sense training. 

Helpful book: 

McMurry's Special Methods in Primary Arithmetic. 

Longan's First Lessons in Arithmetic. 

Grant's Number Work for Young Children. 

Howard's First Lessons in Arithmetic. 

Speer's Primary Arithmetic. 

David Eugene Smith's Hand-book to Smith's Primary 
Arithmetic. 

Smith's Primary Arithmetic. 

Stone-Millis' Primary Arithmetic. 

Meyer and Brook's Manual and Primary Arithmetic. 

The Teacher's College Record, March, 1903. 

The Teacher's College Record, January, 1909. 

The Teacher's College Record, March, 1911. 

Dewey and McLellan's Psychology of Numbers. 

Harris and Waldo's First Journeys in Numberland. 

SEPTEMBER 

First Week 

1. a. Color work. Red. See Speer's Primary Arith- 
metic, page 39. Also Prang's Teacher's Manual for Second 
Year, pages 8, 9 and 10. Use the written word, red. 

h. Children find red circles or red squares in different 
parts of the room. Tell how many they find. 

2. a. Place solids on the table. See page 37 of 
Speer's Primary Arithmetic, for finding spheres and objects 
shaped like a sphere. 

b. Count the spheres on the table. The solids as 
they are put back in the box. 

3. a. With the same solids on table, review sphere 
and teach cube. 



67 

b. Let the children count indefinitely; also count the 
solids. Note carefully the language drill. 

4. a. Review of solids studied and the color. Com- 
plete statements as suggested by Speer. 

b. See if children can count objects, sticks, blocks, 
etc., to ten. Give each child a number of sticks (no one 
more than three), and let each tell how many he has. 

5. a. Children find three spheres, three cubes, two 
circles, one square, the largest sphere, smallest cube, largest 
red square, etc., larger, smaller, higher, lower. 

6. Children draw at the blackboard two circles, three 
squares; paste on paper two red circles, three red squares, 
etc. Afterward make statements, telling what they have 
done. 

Second Week 

I . a. Color work. Orange. See Prang's Manual 
for Teachers First Year, pages 1 2, I 3 and 1 4. 

b. Children find orange, squares and circles and tell 
how many. Have a number of objects orange color in 
room, drawings on blackboard, etc. Use of written word* 
orange. 

2. ; a. Review previous work on solids and teach 
cylinder. 

b. Children find one sphere. Teacher place figure 
on blackboard. Find one cube; child finding it makes fig- 
ure 1 . Find one object shaped like a cylinder, etc. 

3. Color work. Yellow. See Speer, page 40, and 
Prang's Second Year, pages 1 2 and 1 3. Also Prang's First 
Year, page II. Use of written word, yellow. Review the 
three colors. 

4. a. Review solids and teach cone. Children name 
objects shaped like the cone. Give the exercise, "Handling 
Solids," for judgment and memory training, as given in 
Speer, page 42. 



68 

b. Teach figure 2 as 1 was taught. 
Blackboard work: 



•1 .[Tj [m 



Let the children count indefinitely from time to time. 

5. Bring to the class many objects shaped like the 
forms the children have studied and learned to name. See 
Speer, page 43. 

Simple problems, using one, two and three. 

Third Week 

1 . Color lesson. Green. Review red, orange and 
yellow. The kindergarten worsted balls could be used 
here. Place colored squares or circles in envelopes and 
write the color on outside. See if the children can find 
colors by the name. 

2. Count objects to 20. Teach figure 3 as I and 2 
were taught. At the same time review, naming solids. 
Find solid having three corners. Make a pen, using three 
sticks. Children arrange objects in groups of three, four 
and two: 





3. Teach figure 4, and let the children arrange draw- 
ings at the blackboard, placing the figure after the drawing. 



i^^^Blipl 



O O 

o o 




69 

4. To teach the group of 5. 

How many days do you come to school? How many 
more than four days? How many fingers on right hand? 
Take the thumb away; how many left? What other piece 
of money would buy as much as five pennies? Name 
things that five cents, or a nickel, will buy. Give the chil- 
dren maple leaves; let them count the points. Cover up 
all but one point. Give each child a large number of sticks 
and let them lay five in as many different positions as they 
can. 



n ^++^ 






5. Review, naming and finding solids. Review num- 
ber five and teach the figure 5. 

Comparing lengths and heights. 

For quick work, see if the children can recognize and 
name instantly any of the following groups as the teacher 
points to them: 



The children should now be able to nnake the figures 
through 5. The teacher may arrange objects, as apples or 
balls, in groups on the table. The children may write on 
blackboard the number in each group. 

Fourth Week 

1 . Building and arranging solids. With small blocks 
build a solid equal to a large solid shown to class. 
Arrange groups as the teacher indicates by figures on the 
blackboard. 



70 

2. Review solids, square prism, building. 

3. a. Color lesson. Blue. 

b. Measuring solids. One-inch cube, two-inch cube* 
two-inch square prism, four-inch cylinder, two- inch cone, 
etc. Cube two by two. Cylinder two by four, etc. 

4. Review of size of solids. Then blindfold a child 
and see if he can give correct size, or find the solid he 
handled. 

5. Children write figures, 1, 2, 3, 4, 5, and represent 
the number by vertical lines. 

Show two sticks in left hand, then one in right. Chil- 
dren tell how many in both. Children write on blackboard 
number in left hand first, then under that the number in 
right hand; draw a line, and under that the number in 
both, as, 2 
1 

3 
Represent the same with dots. See The Stone-Millis' 
Primary Arithmetic, page 2. 

OCTOBER 

Fifth Week 

I. a. Paper cutting. Review cube. Teach face. 
Show the children a cube, say two by two. Call attention 
to the face, then let them try to cut from paper a square 
the size of the face. Try three times, test each time and let 
the children make the comparisons. 

b. Show the children flowers having five petals, leaves 
having five parts, as the maple, etc. Children pass to the 
blackboard and draw as the teacher dictates: 



71 




2. a Ear training. Listening to a sound as the 
teacher strikes various articles. Illustration. Pupils close 
eyes, after having listened to all the sounds. Teacher 
strikes one of the objects and children tell which one was 
struck, or teacher strikes several and children tell the order 
in which they were struck, etc. 

h. Pass to the children rectangular pieces of paper 
four by two and let them fold. Teach one-half, also one- 
fourth. Practical problems, using 2, 3, 4 and 5. Let some 
of these problems be played or made true. 

3. a. Touch and sight training. 

Pupils handle the solids (add to the number already 
studied, rectangular prisms.) Teach the new^ name, square, 
prism. Let the children find the largest surface of given 
solids, the smallest, a surface larger than other surfaces, 
smaller, etc. Compare surfaces in the room, at home, etc. 

Close eyes and tell by touch the largest and smallest 
surfaces of given objects. Also give names of the solids 
or objects. 

b. Show flowers with six pedals. Object having six 
parts; compare with twelve. Show one foot, one-half foot. 
Count one dozen objects; one-half dozen. Measure with 
one-foot measure. 

4. a. Continue touch and sight training.' 



72 

h. Visualizing. Children look at and name fronn 
mennory groups of objects. Begin with three objects; study 
position and arrangement and then name order from mem- 
ory. As the group is learned, add another object, etc.* 
until the group numbers six objects. 

5. a. Continue the work in visualization, memoriz- 
ing another new group and reproducing the grpup memo- 
rized yesterday. 

b. Measuring. Using foot ruler, children name 
objects in the room about one foot long, and let the teacher 
test. Name objects one-half foot long and test. Measure 
table, reporting the number of feet. Ask the children to 
measure certain objects at home and report next day. See 
page 2 1 of First Journeys in Numberland. 

Sixth Week 

I. a. Continue the work in visualization. 
b. Teach figure 6. Show: 




Children find one-half of six. 

Use pennies and nickels and make simple problems. 

2. a. Show with sticks the number of two's in six; 
three's in six; count by one's to six; two's to six; three's to 
six. Use pennies, nickels and two-cent pieces and make 
simple problems. 

b. Finding circles. Show base of a cylinder; a cup, a 
cone, a bell, a bowl, etc. Find larger and smaller circles; 
largest and smallest. 

3. a. Test the children in reading 1, 2, 3, 4, 5, 6, 



73 



and showing the number of objects. Review fourths. 
Divide objects into four parts. 

b. Use the foot measure. Review one-half foot and 
find one-fourth of a foot. See that one-fourth of a foot and 
one-half of six inches are the same. Measure objects that 
are one, two or three feet long; also one-half foot and one- 
fourth foot long. 

4. a. Lesson on finding solids. Have a number of 
square and rectangular prisms. Give a good language 
drill. 

h. Continue work on the foot and teach inch. Chil- 
dren count the inches in the foot, the half-foot and one- 
fourth of a foot. Let the children cut papers one-inch long, 
one-half foot, one-fourth foot, etc., as the teacher dictates. 
Test each time after the cutting (one-half foot or six inches; 
one-fourth foot or three inches, etc.) 

5. a. Finding rectangles. 

Let the children draw various sized rectangles as 
directed by the teacher, as, two inches by four inches, etc. 

b. Show the combinations of six w^ith sticks, lines and 
dots, or place sticks on the table in the same way. With 



# # 





the objects make simple problems, using the combinations 
and separations. See page 9 of Stone-Millis* Primary 
Arithmetic. Also see Smith's Primary Arithmetic, page 5, 
(last half of page). 

Seventh Week 

\. a. A review of solids. Teaching the triangular 
prism. Language drill. 



74 



h. Simple, practical problems, using six and the num- 
bers less. 

2. a. Paper cutting, ('ut triangles. Teacher direct 
as to size, and then test. Two or three trials, testing each 
time. 

b. Arrange six slicks in as many different desii^ns as 



possi 



ibie. 



i^ 



LLU 




3. a. leach yard. Compare with one foot. Name 
objects one yard long. Test. 

h Fold papers in three parts and teach one-third. 
Divide lines into thirds; divide a yard line into thirds; assign 
certain objects at home* to be measured. Report the num- 
ber of. yards. 

4. a. Finding lines on edges. Show the edges of 
the various solids that have been studied and compare. 

/). Drawing triangles. How many lines in two. Six 
lines will make how many triangles? If you have four 
lines, how many more will be needed to make two tri- 
angles? etc. 

5. Visualize. 




75 



Al 



so,: 




Review the separations by covering part of the dots, 
those in one of the squares. See Smith's Primary Arithme- 
tic, pages 2 and 3. 

IMjihth Week 

1 . a. Relative length. Place many sticks of various 
lengths on the table, and use one as a standard. Children 
find sticks longer or shorter than the standards and make 
statements. A little longer, a little shorter. See Speer,, 
page 5 1 . 

2. a. Position and direction of objects, teaching 
right, left, up, down, upper left hand corner, lower right 
hand corner, above, below, under, over, etc. 

b. Children make problems, not using more than six 
blocks. One child gives a certain number of blocks to 
another; tell how many he had; what he did with a certain 
number of them; how many he has left, etc. 

3. Use of the foot rule and yard measure. Measure 
the height of the children in the class. Tell number of feet 
and the added number of inches. Let the children give an 
estimate and then test. Let the horizontal lines be placed 
on the blackboard, as well as vertical lines, showing length 
of each child. See Smith's Primary Arithmetic, pages 4 
and 5. Also First Journeys in Numberland, pages 22, 23, 
24 and 25. 

4. a. Cutting. Cut a slip, a longer one, a shorter 
one. Cut a slip two inches long; one as long again, or half 
as long again; one six inches long; as long again. How 
long? etc. 



76 

b Drawing at blackboard. Draw a line three inches 
long, test, another as long again, etc. 

5. A review. Solids, spheres, cylinder, cube, (square, 
rectangular and triangular prisms), circles, squares, obUmgs. 
triangles; lines: one foot, one yard; inches, combinations 
and separations through six in concrete problems. \^Vite 
figures through six. Count indefinitely. .Measuring, com- 
paring, cutting, visualizing. 

NOVEMBER 

Ninth Week 

1. Begin a study of seven. Call attention to familiair 
experiences of the children in which the number seven is 
involved. Several of the children are seven years old. A 
year ago how old were they? How old would they be in 
another year? How many days in a week? Name them. 
How many school days? Five days and how many more 
make this week, or seven days? Name any common thing 
in which the number seven appears. The radnbow has 
seven colors. The big dipper has seven stars. Show how 
arranged. Children draw four stars and three stars au"e 
seven stars. Teach the children to maice the figure 7. 

2. a. Find surfaces, solids and edges a little larger 
or a little smaller than others. 

b. Build the number seven with inch cubes, making 
steps. Then one and how many are seven? tvvo and ? etc. 
Place as many squares in a row on your desk as there are 
days in the week. Each square is one inch. Children cin- 
swer, 6 inches and 1 inch = ? inches; 5 inches and 2 inches 
= ? inches, etc. Show^ this wnth the steps, then remove the 
blocks and let the children reproduce the series from 
memory*. Then take down the blocks in succession, ^ettins: 



77 

the subtraction series, 7 inches — I inch = 6 inches, etc. 
Reproduce the series from memory. 

3. a. Building. Square prisms two by four. Teacher 
show the prism for an instant, and children, using one-inch 
blocks, build one equal to the pattern shown. 

Build a prism two by three. Show one-third of the 
prism, two-thirds of the prism. Call it a three-story house. 

b. Problems, using combinations and separations of 
seven. Let some of these be pictured and played. 

4. a. Cutting. Cut a slip. Cut one longer. Cut 
another shorter than the first. Then use the square in the 
same w^ay. 

h. Problems, reviewing all combinations and separa- 
tions through seven. Problems that will appeal to the chil- 
dren's interest in touch with their home life and immediate 
needs. 

5. Drawing. Similiar to the cutting in previous les- 
son. Let the children make a two-inch cube from con- 
struction paper. Call it a box. Give them the material 
they need and let them work it out, each in his own way. 
Note problems. 

Tenth Week 

1 . Again make a two-inch box, using the best sugges- 
tions given in yesterday's work, also the teacher helps. 
Count by ones to eight, by twos to eight. 

2. Arrange two-inch sticks in as many ways as possi- 
ble to make seven. 



II = ^ ^/^ SL 



/h 




Review combinations and separations of seven. 



78 

Drawing. Draw a square. Draw another equal to the 
first. Draw a hne; draw another equal to this one. Draw 
seven equal lines, seven inches long. 

Game. Use a marble or a top. Children's names to 
be placed on the blackboard. Each child has paper and 
pencil. Let each child play three times, rolling the marble or 
spinning the top so that it stops in one of the three circles. 
Assign values to the circles, as, three, two, one. 



1 




(To be marked on the table or floor.) 

Children write the three points made and give results 
rapidly, as, 2, 2 and 2=6. Children try to see who can 
be first to get most of the answers. 

3. Relative magnitude and review of solids. Use 
solids, surfaces and edges. 

Problems, using seven. For quick review, use the Par- 
ish Number Tablets. Children be ready to answer promptly, 
telling what they see, as, I saw 2 dots and 4 dots; 4 and 2 
are 6, or just the answer, 6. 

4. a. Cutting. As given before. Cut a slip of 
paper; cut another a little longer; another a little shorter. 
Cut one equal to the first one, etc. Test after eaich cutting. 

b. Measuring. Have a large number of strings, rib- 
bons, and lines, one foot, two feet, three feet or a yard, 
two yards, three yards, etc., in length. Let the children 
estimate their lengths and then measure. See that this is 
not mere guessing. With this give practical problems that 
will review the combinations and separations through 
seven. Some of the answers may be placed on the black- 
board. 



79 

5. a. Drawing. The same exercise as the one used 
in the cutting in the previous lesson. 

b. Problems. Children write with dots four ways to 
make seven. 

One day each week give the children an opportunity 
to tell the^ new things they know, as, 50 + 50 == 100. 
There are ten dimes in a dollar, etc. - 

Kleveiith Week 

I . a. Cutting. Making slips of equal length. Prac- 
tice cutting and comparing. Cutting a paper just as long 
as a given pattern. 

b. With lines make seven and review. 

To be read four lines and three lines equal or are 
seven lines. Express also in figures, as, 4 + 3 = 7. Also 
erase a given number of lines and show the separations. 

2. a. Equality. Finding solids, lines, surfaces, etc., 
equal to others. Practical problems met in constructing a 
pin-wheel. Use paper, four by four. 

3. a. Equality continued. Finding solids having 
two equal surfaces or edges; finding solids having surfaces 
of two sizes or three sizes, etc. 

i. Problems that will emphasize the separations, "I 
am 7 years old, sister is 4, how much older am I than sis- 
ter?" "I have 7 oranges and give 5 to sister, how many 
have 1 now?" Let the children make similiar problems. 
7 dimes — 3 dimes = ? 5 dimes + 2 dimes = how many 
cents? 30 cents + 40 cents = ? 50 cents + 20 cents = ? 
70 cents ~ 30 cents = ? etc. 

4. a. Cutting triangles. Equal to a given pattern. 
Try several times. Compare each time. 

b. Lesson on measures, pint and quart. Use the 
measures. Name list of things bought by the quart and 
pint. 



80 

5. a. Drawing. Lines and square (equal). Draw 
lines a given length, and cut into two equal parts. Review 
one-half. Write on blackboard, yi . 

b. Measuring. Use water and measure with the 
measures used in previous lesson, making simple problems. 

TM^elfth Week 

1 . a. Cutting strips of paper a given lenth and then 
dividing each strip into halves. Review one-half. 

b. Show objects and dictate the writing of the figures 
through 7. Books in groups, cubes in groups, etc. 

2. Equality. Finding equal surface edges, two sur- 
faces which, if put together will equal another. Blindfold 
a pupil and let him by touch show two equal surfaces of a 
soHd, or after feeling a surface remove the cover from the 
eyes and find the surface or another equal. Visualizing. 
Using dots on the blackboard showing the combinations 
and separations through 7. 

3. Cutting. First while looking at a pattern, as a two- 
inch cube, cut a square equal to one of its surfaces. Sec- 
ond, cut a two-inch square vs^ithout observing the pattern. 
Review measures and simple problems. 

4. a. Continue cutting and comparing. Show chil- 
dren square, rectangles, say, four inches, and train them to 
cut, first, when observing, then from memory. Then rec- 
tangles, four by two, etc. 

b. Let the children bring buckets and cups from 
home, and estimate the amount they will hold, then test. 

5. a. Review. Give problems suggested by the 
geography story. The Little Brown Baby, as, one cocoanut 
shell will make two cups, how many cups will two cocoa- 
nuts make? Three? Four? One cocoanut holds a half a 
pint of milk. How much milk in two cocoanuts? Three? 



81 

Four? etc. For dinner the Brown Bahy drank the milk 
from two cocoanuts, how much did she drink? etc. 

b. Paper folding. Make a barn and through this con- 
struction work help the children to meet as many prob- 
lems as possible. See page 3 of First Journeys in Number- 
land. 

DECEMBER 

Thirteenth Week 

1 . a. At blackboard, children draw a six-inch square, 
(teacher show a paper or a drawing the given size), meas- 
ure and try again. 

b. Buy and sell milk, giving children an opportunity 
to review pint and quart, and the combinations and sepa- 
rations of seven. Pennies and nickels may be used. See 
First Journeys in Numberland, page 1 10. 

2. a. Teacher have drawn on the blackboard, three 
or four squares, and let the children estimate whether they 
are larger, smaller, or equal to a six-inch square. Teacher 
draw on blackboard a foot line; then children do the same 
and test to see if correct. 

b. Marble game to review through seven. (See ninth 
week.) 

3. a. Teacher place on blackboard a number of 
lines a foot in length, and others one, two, three and four 
inches more than a foot; others one, two and three inches 
less than a foot; name the lines A, B, C, etc. Let pupils 
estimate the length of each and test. 

b. Game with the Parish Number Tablets. 

4. a. Estimate length of edges of solids. Draw on 
blackboard, as dictated by the teacher, lines four inches, six 
inches, etc. Write after each line the figure, telling its 
length, 

b. Measure books. Have a large number of books 



82 

of various sizes to be measured; children report measure- 
meacs, as, "This book is four inches by six inches," etc. 

5. a. Building. Teacher show children a given solid 
and let them with one-inch blocks build a solid one-half 
ihe size or twice the size, or equal to the solid. Use solids 
two by two by four, or two by two by two. • 

b. Combinations and separations through 7 from dots 
on blackboard. Careful making of figures from I through 
7. Make a basket and through the construction work help 
the children to meet as many problems as possible. See 
First Journeys in Numberland, page 64. 

Fourteenth Week 

1 . a. Cutting. Cut a rectangle, two by four, into 
two equal parts. Test and see if the parts are equal. 

i hen cut rectangle, two by six, into three equal parts and 
test to see if equal. Cut a rectangle, two by four, into four 
equal parts. Test. Review one-half, one-third, one- fourth. 
Teacher place on blackboard pictures of pies, cakes, bis- 
cuits, etc.; price not over 6 cents. Children give price of 
one-half of it, etc. 

b. Children count eight objects and teacher help 
them write the figure, 8. Show eight dots. 

2. a. Cutting. Cut rectangles, two by six. Cut into 
three equal parts and test. Children draw a rectangle on 
the blackboard, two by six. Divide into three equal parts 
and color or shade the middle third. 

b. Count blocks to I 0. Count them by twos to 1 0; by 
threes to 9. See pages 4, 5, 6 and 7, of Stone-Millis* 
Primary Arithmetic. 

3. Drawing. Teach "bisect". Teacher have lines 
drawn on blackboard for children to bisect, then measure 
and see if the two parts are equal. Then bisect a line and 
bisect each half. Show two of the four equal parts; three 



83 

of them. Measure and see if the four parts are equal. 
Compare lines, 1 foot, 2 feet, 6 inches or one-half foot, and 
1 yard in length. Give practical problems. See Longan, 
page 34. 

4. a. Drawing lines. Children at blackboard. Draw 
a line 6 inches long. Children tell how many more inches 
must be added to it to make it 7 inches long. Then 5 
inches, 4 inches, 3 inches, etc., and children tell how much 
more to add to make the line 7 inches. After the state- 
ment let them add the number of inches to the line. 

b. Give the children objects 7 inches and less in 
length to measure and report. 

5. a. Drawing. Practice drawing square, seven by 
seven. Measure. Count the number of edges. Draw an 
oblong, three by seven. Measure and compare the two 
long edges, then the two short edges. Draw the cover of 
a book, two by four, another five by seven; the face of a 
block, four by four; a Christmas card, three by four, etc. 

i. Practical problems from Grant or Howard, using 
combinations and separations through 7. 

Fifteenth Week 

1 . a. See what the children know about the cost of 
candles, stars, tinsel, etc., decorations for a Christmas tree. 
Make a list and let the children inquire in regard to the 
cost. 

i. Place solids where they can be handled and let 
children select all having equal faces, or edges, etc. Name 
objects shaped like these solids that would make good 
Christmas presents, as, candy boxes, blocks, drums, etc. 

2. a. Building. Build a unit equal to a given one; 
or equal to one-half of it; etc. 

b. Teach 8 as one more than 7. Show^ group. From 
toy money, find 8 pennies; place in two equal piles. Place 



84 

half of the 8 pennies in the middle of the table, etc. 
Children tell how many more years before they will be 8. 
Children make 8 dots on the blackboard; 8 circles, 8 squares, 
eight 8s, 8 candles, 8 stars, etc. 

3. a. Building. Build a unit and then separate it into 
two equal parts. Show each half. Use one-inch blocks 
and build a cube, two by two. Tell how many blocks 
used. Show one-half. 

b. Drawing. Draw a square two by two. Draw a 
line equal to the perimeter of the square. How many twos? 
Write four twos. Place on desk four twos of sticks. Count 
by twos to 8. 

4. a. Relative magnitude. Draw a line 8 inches 
long, (the length of a candy cane, a horn, etc.) Divide 
into two equal parts. Show one-half, how hong? Draw a 
line 4 inches long; another twice as long. 

h. Teacher show a number of objects and the chil- 
dren write the number on the blackboard. 

5. a. Continue relative magnitude. Finding one- 
half of slips of paper, strings, rectangles, objects in the 
room, etc. 

b. Arrange eight sticks in as many different positions 
as possible. Then make reports, as, "I made a rake. I used 
two sticks for the frame and six for the teeth. 2 and 6 
are 8." 

Sixteenth Week 

I . a. Use sticks or blocks and lay lines two times as 
long as other lines; one-half as long as other lines. Make 
rectangles two times as large as other. Give children 
paper, six by six, and let them tell how many rectangles, 
three by six, they can cut; then cut; eight by eight, to see 
how many they can cut four by eight. How can they 
make use of this? 



I 



85 

b. Give children five pennies; let them tell how many 
more they want to make eight pennies. Give 7 to a class- 
mate and how^ many left, etc. Give practical problems, 
using 8 - 7, 8 - 1, 8 - 4, 8 - 5, 8 - 3; 4 +-4, 5+3, 
7 + 1 . See Grant's Beginning Numbers. Let the children 
make their reports about the cost of Christmas decorations, 
and use in the above problems. 

2. a. Compare solids; a cube, tw^o by two, and a 
prism, two by four. See Speer, page 68. 

h. Count sticks and tie into bundles of tens. Call 
them dimes. Count by dimes or tens to one dollar or one 
hundred. Count 7 dimes, 8 dimes, etc. 

3. Children show 1 toy dimes, 1 toy pennies; one 
dime and ten pennies, side by side; also two 5-cent pieces. 
Count bundles of tens, as, 1 ten, 2 tens, etc.; then ten, 
twenty, etc. Teacher show on blackboard I ten, or 10; 
2 tens, or 20; etc. Children name articles that can be 
bought for 1 dime; 2 dimes, or 20 cents, etc. 

4. a. Continue comparing solids, page 69 of Speer. 
b. Continue work on tens, using bundles. 

5. a. Compare lines, page 71 of Speer. Children 
draw all of the figures they can, using 8 lines. 

b. Count by tens and write on blackboard the figures 
representing the number of tens. Call the bundles pack- 
ages of candles, stars, cards, etc. Buy tinsel at 2 cents a 
foot, etc. Show^ length on blackboard. 

JANUARY 

Seventeenth Week 

1 . a. Lesson on the yard. See Longan's First Les- 
son in Arithmetic. Make a line of one foot measures just 
one yard long; report the number it takes. With short 
vertical lines, draw through the yard line at the end of each 
foot; report the number of parts, etc. Practical problems, 



86 

making use of what they have been doing. See Smith's 
Primary Arithmetic, page 26. 

b. Write figures as the teacher dictates through 9. 
Children show with blocks how many more blocks it takes 
to make a pile of 9 blocks than a pile of 8. Give a num- 
ber of illustrations. 

2. a. Continue comparing lines. 

b. Lead the children to discover that 9 is an odd num- 
ber, by trying to divide a group of 9 objects into two equal 
piles or groups. Teach 5 -f 4 = 9; 9 — 5, and 9 — 4. Test 
all numbers below 9 and see if they are odd or even. 

3. Cutting, a. Cut a triangle having all three sides 
three inches long. 

Drawing. Draw a triangle having all three sides 
three inches long. 

b. Measure off 9 feet on the floor; then measure this 
same space with the yard stick and see how many yards 
or threes there are in 9 feet; count to 9 by threes; use 
objects. 

Let children try making two marks on the blackboard 
9 feet apart. 

4. a. Compare lines. 

b. Visualize the smaller combinations; use the Parish 
Number Tablets for a game. 



• • • 

• • • 


• 

• • 






• • • 



87 

5. a. Drawing lines and comparing. Draw a line 9 
inches long; show three equal parts; report the number of 
inches in each part. 

b. Take a square of paper, fold it vertically into thirds; 
fold it the other way in thirds. How many small squares 
in the large square? Show one-third of the square, two- 
third, three-thirds. Think of the large square a yard long. 
What is the size of the square? What is the size of each 
small square? Draw it. 

With objects teach 7 + 2; 9 - 7; 9 - 2. 

Eighteenth Week 

1. a. Draw squares and rectangles on the black- 
board for the children to compare. See Speer. 

b. Children draw groups of 9 lines as the teacher dic- 
tates. "9 one-inch vertical lines." "9 one-inch horizontal 
lines." "9 one-inch left slanting lines," etc. Problems 
using combinations and separations of 9 and numbers 
smaller. 

2. Draw on blackboard as many different designs as 
possible, using 9 lines. 




ww\ 



3. Problems. Blackboard work. Reading and writ- 
ing numbers, as the teacher shows objects. Review writing 
tens, using bundles. A bundle of sticks, and one single 




88 

stick; two bundles of sticks and one single stick, etc., to 20- 
One 10 and I, one 10 and 2, etc. 

4. a. Relative magnitude. Use two square prisms 
and two cylinders having the ratio two. See Speer. Also 
Smith's Primary Arithmetic, page 24. 

h. Counting sticks and reading and writing numbers 
to 45. Find pages from 1 to 45 in readers as the teacher 
directs. Children write on blackboard the pages the 
teacher reads from a book. 

5. a. Cut rectangles a given size. Cut into three 
equal parts. Show the three equal parts; show two of the 
equal parts; one of the equal parts. Cut a rectangle, nine 
by one, and divide as given above. 

b. • Use toy money. Show one nickel, two nickels. 
Equal to how many pennies? equal to how many dimes? 
Name things that can be bought for a dime or two nickels. 
Fold paper and cut a five-pointed star. How many points 
on two stars? 

Nineteenth Week 

1 . a. Cut a rectangle, two by five. Take one-inch 
cubes and see how many will cover it. How^ many one- 
inch squares can be cut from a rectangle, tw^o by five? 
Children cut. 

h. Review pints and quarts, and give practical prob- 
lems, using these measures with what the children have 
learned concerning dimes and nickels. 

2. a. Practical work with ten. Place ten squares in 
a row. Call them cents. What will they equal? How 
many cents in a dime, in two dimes, three dimes? etc. Call 
each square a dime. How many dimes? Tell how much 
money in as many ways as possible. Call each square a 
nickel, etc. Write on the blackboard as the teacher shows 
dimes. 



89 

h. With objects teach 9 -f 1 , 8 + 2, 1 - 1 , 1 - 9, 
10-8, 10-2. 

3. a. Building. Show a unit, five by two by one. 
Build with one-inch cubes a unit equal to this. Report the 
number of groups of twos it took to build it. Show one 
group, two groups, three, four and five. Build another 
unit equal to two of the groups, three of them, four, etc. 

b. Practical problems using 9 + 1, 5 + 5, 8 + 2, and 
the separations See Grant's Beginner's Numbers. 

4. a. Building. 

h. Practical problems, using all combinations and 
separations that have been studied. Use toy money; pen- 
nies, nickles and dimes. 

5. a. Building. Emphasizing thirds. Show a solid, 
two by two by six. 

b. Review reading and writing numbers through 50. 

Tw^entieth Week 

1 . a. Drawing rectangles, and dividing into three 
equal parts. Also lines. Review thirds. 

b. Counting, reading and writing to 60. Count by 
tens to 60. 

2. a. Draw rectangles of different sizes and practice 
trying to divide them into three equal parts. Also lines, as 
three by three, two by three, three by six, etc. 

b. Teach with objects 7 + 3, 1 — 7, 1 — 3. Count 
by twos to ten. Show^ the two-cent pieces; the number 
needed to make ten cents. What can be bought with 
two cents? With toy money, review all the combinations 
and separations through 10. See Smith's Primary Arith- 
methic, pages 13 and 14. 

2. a. Cutting. Cut from paper the pattern for a doll's 
quilt, 4 inches long and 2 inches wide. A leaf for a book, 
5 inches long and 2 inches wide. Test. 



90 

b. Practical problems. Let the children make prob- 
lems. 

3. a. Draw the picture of a doH's quilt, 4 inches long 
a id 3 inches wide. Mark it off mto one-inch squares, 
showing the litde quilt blocks. Cut a rectangle for a New 
Year's calendar, three by five inches. 

b. Quick work. Reviewing all combinations and 
separations through I by use of the Parish Number Tab- 
lets. 

4. Practical problems. Let the science work suggest 
the problems. (See Language and Geography for January.) 

3. Read and write numbers (after counting single 
objects and bundles of tens) to 75. Count by tens. Teach, 
the twenty-five-cent piece and the fifty-cent piece with the 
toy money. 

FEBRUARY 

T^venty-first Week 

]. Relative magnitude. Comparing rectangles, one, 
two and three inches long, or two, four and six, etc. See 
Speer's Primary Arithmetic, page 73, and Smith, page 24, 
Review in problems and with objects all the combinations 
and separations through 10. Emphasizing especially 
6-4^ 10, 10 — 4 and 10—6. Let the children show 
in various ways the number of twos in 10; fives in 10; what 
part of 10 five is. Count by twos to 10. The children 
should now be able to combine. 

Construction work. Meet as many problems as possi- 
ble in making a pin-wheel from a paper, five by five. 

Q as easily as - Give such combinations as: 

2 V ^ — 



91 







fr 
















► be read 4 + 4 


= 8; 


7 


+ 3 


= 10, 


etc. 
















2. 


Co 


mtinue 


combining four 


numb 


ers; 


using 


objects 



suggested by visiting some particular place, as, a hard- 
ware store, green-house, etc. See Smith's Primary Arith- 
metic, page 28, (last half of page). 

3. Continue comparing rectangles. See Speer's, page 
76. Teach I I as one more than 1 0. Show with sticks, 
one bundle, and one more stick. 1 1 cents; how much more 
than a dime, etc. 

4 and 5. Practical prbblems, making use of the work 
that has been covered; also the combinations and separa- 
tions. Cut a I, a 2 and a 3, (a one by one rectangle, one 
by two and a one by three.) Assign a value to 1 , and let 
children tell value of 2 and 3; or to 3, and children tell 
value of 2 and 1. See Speer, page 77. 

Tw^enty-second Week 

1. Cutting. Cut a rectangle, making its length and 
width equal. From a one-inch square cut a heart, from a 
two-inch square cut a heart, from a three-inch square cut a 
heart. String them. Practice cutting rectangles, one by 
one; also two by two. Review units and tens with bundle 
of sticks; and give drill in reading and uniting numbers to 
80. Dictate the numbers placed on the doors in a certain 
building. The children may see if they could read them. 

2. Give children a paper, three by three, to see how 
many rectangles, one by one, they can cut from it. Let 
them estimate first; then cut. 

Teach 6 + 5; 11 — 6; II — 5, and review. 
See Grant's Beginner's Lessons in Numbers, pages 78, 
79 and 80 for good practical problems. 



92 

3. Cutting. Show a given rectangle, as, one by one. 
Call it I. Children cut a I; then a 2; then a 3. Find a I, 
a 2, a 3 on the table in solids. 

Visualize with dots on blackboard; all the combina- 
tions and separations studied. The same with the Parish 
Number Tablets, or with other number cards. 

4. Drawing. Have a rectangle, three by three, on 
blackboard. Children copy this; then draw a 2; then a 1 . 
Assign a value to each. Teach 7 + 4; 11 — 7; II — 4. 
Let the other lessons suggest these combinations whenever 
possible. Give many practical problems. Daily review. 

5. General review of week*s work. Buy valentines 
at 10 cents a piece, 5 cents, etc. Make an envelope for 
valentines. See First Journeys in Numberland, page 109. 

T\^enty-third Week 

Review week. 

1 . Review reading and writing numbers. Memory 
work and dictation work. See Smith's Primary Arithmetic, 
page 27. 

2. Review combinations and separations and teach 
8 + 3; 1 1 - 8; 1 1 - 3. 

3. Review the Speer work covered thus far. Make a 
picture frame. Note number problems. See First Journeys 
in Numberland, pages 44 and 45. 

4. Measuring. Let the children measure objects and 
then combine and separate. A pencil; a book that is 
longer. How much longer is the book? How long are 
they together? etc. 

5. Use of four numbers. New work with one dozen. 
Review foot. Count by threes to 12; by twos to 12; by 
tens to 100. See First Journeys in Numberland, page 125. 



93 
T\^enfy-fourth Week 

1 . Teacher should read carefully Speer's Primary 
Arithmetic, pages 1 to 31 , Give the children a five minute 
exercise taken from first half of page 80. (Relative magni- 
tude.) Review units and ten, with and without objects, 
and give the children .drill in reading and writing numbers 

to 80. 

2. Continue the Speer work, same page. Review^ all 
combinations and separations through 9. Note any that 
give special trouble for extra drill. 

3. Continue this review through 1 1 . Then with the 
game of marble or ring-toss enable the children to review 
the same, using four figures. Let each child have enough 
trials to make four points. 

4 and 5. Practical problems, similiar to those sug- 
gested by Grant, page 66. See Smith, pages 28 and 29. 

MARCH 

Tw^enty-fifth Week 

1 . Addition. Assign values to rectangles whose rela- 
tions have been previously studied, as rectangle one inch 
by one inch; rectangle, two inches by one inch; three inches 
by one inch. Then add. Continue the same exercise with 
solids. Review units and tens and write numbers to 50. 
Review any combinations and separations that troubled 
the children last week. 

2. Continue this w^ork in addition. Review combina- 
tions and separations through 1 0. Teach one-half of 1 0. 
Combine four numbers. See Stone-MilFs Primary Arithme- 
tic, pages 20 and 21. 

3. Continue the work in addition; using lines, rectan- 
gle and solids. Read and write numbers to 75. Continue 
work with four numbers. Bean bag game. See Smith, 
page 37. 



94 

4. Finding solid, surface and edges, whose relations 
are I, 2 and 3. Relations of quart and pint. (Have the 
measure before the class.) Review combinations and sep- 
arations of I I . 

5. Continue the relation work with pint and quart. 
For practical problems, using 1 I . See Grant. 

Tw^enty-sixth Week 

1. Practical work with pint and quart. Compare 
weights; quart and pint of water. Reading and writing 
numbers to 99. (See that the children form the figures 

well.) 

2. Continue comparing weights. (Lifting pound and 

half pound.) Review combinations and separations of 1 1 . 
How many fives in 1 1 ; fours; threes; etc., (with objects). 

3. Review 1 1 ; using four numbers. Lift blocks, 
books, etc. 

4. Weighing continued. Study relation of foot and 
six inches. Study 1 2 as two more than 1 0, and one more 
than I 1. With blocks see if an even division can be made. 
Teach 6^6= 12; 12 — 6 = 6. Name articles sold by the 
dozen. 

5. Continue relation of foot and six inches. Review 
dozen. Teach 7^5-1 2; 12-7 = 5; 12-5 = 7. 
Count by twos to 1 2. Measure to see how far the children, 
individually, can reach, step, jump, etc. 

Twenty-seventh Week 

1 . Continue relation of foot and six inches. Use 
lines, solids or rectangles. 

Review combinations and separations of 12. Children 
read and write numbers to 1 00. 

2. Relations of foot and six inches without objects. 
Teach 8-4=12; j 2 - 8 = 4; I 2 - 4 = 8. Teach one" 



95 

half of 12; one-third of 12. See Number Stories about 
Kites, page 47 of First Journeys in Numbers. 

3. Continue relation of foot and six inches. See 
Speer s Primary Arithmetic. Teach 9+ 3 = 12; 12 — 9 = 3; 
12—3 = 9. Practical problem. Grant. 

4. Relative length. Children cut equilateral triangles 
having a given base. 

How many twos in 12; threes; fours; sixes? (Objects.) 

5. Paper folding. Make a house from a paper, 
twelve inches square. Lead the children to meet many 
problems through this construction w^ork. See First Jour- 
neys in Numbers, page 29. 

Tw^enty-ei^hth Week 

A careful review of the four weeks* work. Use all 
combinations and separations below 12. 

Let the children make problems. 

Read and write numbers to 1 00. Teach Roman num- 
bers, I, II and III as found on the face of the clock. 

APRIL 

T^venty-ninth Week 

1 . Cutting equilateral triangles. Show pattern. Chil- 
dren practice cutting and testing. Measure the edges and 
see that they are equal. Read and write numbers to 1 00. 
Make a triangular box. Note the problems. 

2. Drawing equilateral triangle. Then draw lines 
equal to the sum of the three edges. Show perimeters. 
Review combinations of 12 (two numbers). Change to 

four numbers, as, 

3 4 

6 3 7 3 

6 or 3 ; 5 or 3 etc. 

3 2 



96 

Review numbers less than 1 2, using four numbers. 

3. Relation of the yard and foot. Have the lines 
drawn on the blackboard and compare. Name things sold 
by the dozen. Drill on 10 + 2, 19 + 1. A dime and two 
cents, etc. Problems, using yards and feet. See Smith's 
Primary Arithmetic, page 26. 

4. Measuring with the foot and yard measures and 
comparing. Continue problems on the page suggested 
above. 

5. Problems, using the yard and foot measures. 
Show a yard of ribbon. Children tell how many feet. 
Show a string a yard and one foot long. How many feet? 

Measure the garden. Size of beds, etc. See Smith's 
Primary Arithmetic, page 27. 

Thirtieth Week 

1 . Problems, making use of previous knowledge. 
T here are 2 oranges on my desk and one-half as many in 
my desk. How many oranges? 1 pay 6 cents for one 
yard of calico. What should I pay for one-half a yard? 
One-half a barrel of potatoes lasts one month. How long 
will one barrel last? etc. Review one-half of 4, one-half of 
6, one-half of 8, one-half of 1 0, one-half of 1 2. See Smith's 
Primary Arithmetic, page 27. 

2. Continue problems. Read and write numbers to 
1 00. Count by twos to 20. Let the children see the fig- 
ures written thus: 



3. Problems, 
etc. 



2 12 


22 


4 14 


24 


6 16 


26 


8 18 


28 


10 20 


30, etc. 


Visualize. 


Add to 30, as, 30 and 1, 



97 

4. Problems. Teach Roman numbers, V and IV. 
Review. 

5. Practical problems, using 12. See Grant*^ Num- 
bers for Beginners. Use of one-fourth and one-half. See 
Smith's Primary Arithmetic, page 23. 

Thirty-first Week 

1 and 2. Relative magnitude. Comparing solids 
having a ratio 1 , 2,3. Call them one-third, two-thirds, I . 
Use for this work cylinders, 1,2, 3. Square prisms, 1,2, 3. 
Rectangular prisms, 1 , 2, 3. See Smith's Primary Arithme- 
tic, page 19. 

Add to 40, as, 40 and 1 , 40 and 4, etc. 

3, 4 and 5. Review one-half 4, 6, 8, 10, 12, 14. Two 
weeks equal how many days? etc. Review. Try with 
objects the numbers, 15, 16, 17, 18 and 19, and report the 
odd and even numbers. Review and use in problems. 
Add numbers to 50. 

Thirty-second Week 

1, 2, 3, 4 and 5. Relative magnitude. Comparing 
card forms drawn on the blackboard. 

Roman numbers VI, VII, VIII. 5+1, 5+2, 5+5. 

Report all the even numbers from 2 to 20, and give 
the combinations to make each, as, 2+2=4, 7+7=14, 
10+10=20, etc. 

Use the same in problems. 

Visualize. Use the Sonnenschein blocks or the Parish 
Number Tablets. 

Quick work with such combinations and separations, as, 



8 


10 


4 3 


2 5 6 7 


10 8 9 


4 


- 5 etc. 


4 3 


2 5 6 7 


10 8 9 



98 

12 3 4 3 12 4 3 5 6 

111 II etc. 2222 11 etc, 



Have on the blackboard the following problems. The 

children read answers promptly to such problems, as. 

9 chicks * ( ) = 18 chicks; 8 ducks - 8 ducks = ( ) 

ducks, etc. 

MAY 

Thirty-third Week 

Comparing figures drawn on blackboard, oblongs and 
squares of various dimensions. Give one figure a stated 
value and compare. Give many practical problems. Lse 
toy money. Show three nickels. How many fives or 
nickels in 15 cents? (5^5-^5). I owe you 10 cents; here 
are 1 5 cents. Give me the change. 1 owe you 9 pennies: 
here is a dime. Give me the change, etc Read and N^Tite 
numbers. 

For problems see Smiths Primsu^' Arithmetic, pages 
28 and 29. Quick work with cards containing any com- 
binations or separations studied. 

Thirty-fourth Week 

Comparing lines, using six inches, one foot and one 
yard; using problems, as. one yard of ribbon will cost how- 
many times as much as one-third of a yard? A cup of 
milk is used in making a pudding; how many cups will be 
needed in making a pudding three times as large? etc 

Teach Roman numbers X and IX. 

See Grant for practical problems. 

Make a picture frame, three by three, or three by four. 
Note the problems. See McGaw's Construction W ork, 
RuraJ School Games, ring-toss or marbles to review combi- 
nations and separations through 12 and doubles from 2 
to 10. 



99 
Thirty.f iith Week 

Continue the work in comparing begun last week. 
Teach term and meaning of "perimeter." Let the children 
draw squares and oblongs of various sizes, and after meas- 
uring one or two sides, report the perimeter. 

How many eights in 16? sixes in 12? tens in 20? etc. 

How many twos in 1 6? 4, 8, 1 0, 1 8, 20, etc. Use objects. 

Let the children read from the blackboard and give 
answers immediately to such problems, as, 

1 buds + ( ) buds = 20 buds. 

1 6 birds ( ) birds — 8 birds. 

9 flowers 3 flowers 3 flowers = { ) flowers. 

3 leaves + 3 leaves + ( ) leaves = 9 leaves, etc. 

Roman numbers, X and IX; XI and XII, Teach IX as 
I from X. 

For review problems see Smith's Primary Arithmetic, 
pages 22 and 24. 

Thirty-sixth Week 

Read the clock. See First Journeys in Numberland, 
page 1 12. 

Ratios of length; (lines one foot, and four inches). 

Problems. Smith, pages 21 and 22. 

Give many practical problems. 

Games with number cards and dominoes. 



100 



Nature Study and Lan^ua^e 

Second Grade 

For helpful books see the list given with First Grade 
Nature Study and Language. 

Myra King's Language Games. 

SEPTEMBER 

First Week 

1 . Picture study. Gathering Apples. Lead the chil- 
dren to see all there is in the picture and to make state- 
ments beginning each with "There is" or "There are" (every- 
thing in the picture being named in these statements). 
Teacher write some of these sentences on the blackboard 
and lead the children to note when they have used "There 
is" and when "There are"; also to discover and later say 
"Every statement begins with a capital and closes with a 
period." 

2. Review points in previous lesson. Children writ- 
ing from dictation some of the statements that had been 
placed on the blackboard. 

3. By definite questions previously arranged by the 
teacher, lead the children to tell the story suggested by the 
picture. First a simple description, followed by a short 
imaginary part. 

4. Reproduction of the picture story from topics 
which the children have been led to suggest, instead of 
from direct questions. 

5. Writing one of the paragraphs or topics taken 
from the story. Teacher writing on blackboard and chil- 
dren on paper as the paragraph is built. Attention to 



101 

indentation and arrangement of sentences. This must be 
very simple, not more than three or four sentences to be 
used. 

Second Week 

1 . Conversation. Study the apple. Note the use of 
the v^ords, round, oval, creased, dimpled, red, yellow, 
brown, golden, tough, satiny, fuzzy, fragrant, sweet, sour, 
delicious, juicy, mealy. 

2. Make a connected story growing out of the prev- 
ious day's study. At the close of this lesson read to the 
children the poem, Apple Blossom (Manual 1). 

Apple Blossom sat in a tree. 

Out of a little green bud came she, etc. 

3. Story for reproduction. The Sleeping Apple, from 
Poulsson's In the Child's World; also found on pages 56 and 
57, Manual 1. Present the new^ v^ords and ideas and tell 
the story. 

4. Children reproduce the story. 

5. Poem for study, Apple Seed John. Lead the chil- 
dren to draw some of the pictures suggested, as, "He clap- 
ped his hands with childish glee;" "With knapsack over his 
shoulder he sung;" "He paused now and then, and his bag 
untied;" "With pointed cane, deep holes he would bore." 
See story, Apple Seed John, from Bailey's The Children's 

Hour. 

Third Week 

1. Conversation. Study the pear. Compare it with 
the apple. For outline see page 61 of Manual I. 

2. Make a connected story growing out of the study 
of the pear. 

3. Study the peach. Compare with pear or apple, 
and make a short, connected story. See page 62, of Man- 
ual I. 



102 

4. Study, A Cluster of Grapes: 

Arrangement. 

Description; color, shape, size. 

Seeds; compare with other fruits studied. 

Pulp; compare. 

5. Poem, The Coloring of the Grapes, from Manual 
I, pages 62 and 63. Study this poem with the children 
and read it to them. 

Fourth Week 

1 . • The u^e of is and was. 

Teacher ask questions in review of fruits studied that 
will require the use of is and was. Place some of these 
sentences on the blackboard and lead the children to dis- 
cover when they have used is or was. Let the children 
copy other sentences that have previously been placed on 
the blackboard and fill out blanks with is or was, as: 

An apple — round. 

In the spring an apple — small. 

Last spring the pear — a blossom. 

2. Use of a and an. Have a number of short sen- 
tences written on the blackboard for the children to copy, 
and lead them by careful questioning to discover when a 
and when an has been used. Also help them to tell in good 
statement what they have found out. Turn to the readers 
and see how many words they can find before which an is 
used. Write on blackboard a list of vowels and consonants, 
(an apple, a pear, a peach.) 

3. Use of eat, ate, eaten. Game. See Sarah Arnold's 
Waymarks for Teachers (word-forms). 

Questions growing out of the four weeks' work will 
lead to interesting statements. 

4 and 5. Teacher dictate sentences for the children 
to write, making use of all that has been covered during 



103 

the past week. The first day let the children write at the 
blackboard; the second day with paper and pencil. 

OCTOBER 

Fifth Week 

1 . Poem, October, by H. H. Jackson. Study with the 
children and read to them (preparatory to memorizing) this 
poem. Memorize it during the month. New^ w^ords and 
phrases in this poem: rival, belated, thriftless, vagrant, satin 
burrs, lovely wayside things, white-winged seeds, after- 
maths, golden freighting. 

2. Memorize the first stanza of October. An out- 
door lesson gathering various shaped leaves: heart-shaped, 
blade-shaped, round, egg-shaped and hand-shaped. 

3. Classify the leaves gathered yesterday and make 
blue prints from some of the prettiest specimens. 

4. Story for reproduction, The Little Maple Leaves, 
from Cat Tails and Other Tales. 

5. Reproduction of the above story. 

Sixth Week 

1 and 2. Poem for study, A Masquerade. 

See that the children become familiar with the terms: 
weary, tottering, glean, pennon, winsome, flaxen ringlets. 
After this has been studied it may be dramatized. 

3. Review the first stanza of October and memorize 
the second. Story for reproduction. The Elder Brother, 
page 1 2 I of Bailey's For the Children's Hour. 

4 and 5. Reproduce the above story. Some of the 
thoughts may be written. 

Seventh Week 

1, 2 and 3. Trees. First lesson, an outdoor trip. 



104 

Note the different kinds of trees in the school yard and the 
number of each. See how many the children can name. 

Notice the bark; roughness; color; kinds of branches; 
size of trunk, etc., of two or three of the more common 
trees, maple and elm or pine and cottonwood. 

From the above lesson the teacher and children may 
arrange a short story about the trees studied and the trip. 
The teacher may write on the blackboard and the children 
on paper as the sentences are built. Note the margins, 
capitals, etc. 

4 and 5. Story, The Oak Tree and the Linden, from 
Bailey's The Children's Hour. 

Eighth Week 

1 . Continue memorizing, October. Picture study, 
Harvest of Nuts. See Cooley's Manual I, page 68. Let the 
children name the picture and compose a short story, the 
teacher directing by definite questions. 

2. Continue the picture study. Note the use of up, 
down, into, out, in, on. Children copy a simple letter from 
the blackboard. This letter tells the story suggested by the 
picture, or it may invite some little friend to go nutting. 
Attention to the form and arrangement. 

3. Review the letter, and teach the writing of the 
days of the week. 

4. Review the days of the week and dictate simple 
sentences for the children to write, making use of the days 
of the week. 

5. Teach meaning of abbreviation, and the abbrevia- 
tions for the names of the days of the week. Let the chil- 
dren give any other abbreviations they know. 



105 

NOVEMBER 

Ninth Week 

1. Conversation. Study nuts. A dry, one-celled, 
one-seeded fruit with a hard wall. Make a collection of 
various kinds of nuts, some with and some without husks. 
Children make pictures it some of the nuts, with and 
without husks. 

2. Study the walnut. At the close of the lesson read 
to the children the poem: 

Rock-a-bye babies on the tree top; 

When the wind blows, the cradles will rock; 

When the stems break, the cradles will fall — 

Down comes rock-a-bye, babies and all. 

Hush-a-bye, hush-a-bye, babies grow, 

Hush-a-bye, hush-a-bye, nuts you know 

Will fall to the ground. 

And these will be found 

By children and squirrels all around. 

— Child Garden. 

3. Teacher and children will write a simple descrip- 
tion of the walnut, teacher writing on the blackboard and 
the children on paper at their seats. 

4. Dictate to the children a short, simple letter. Sub- 
ject matter to be taken from the week's study. 

5. Complete the letter and review all abbreviations 
that have been studied. 

Tenth Week 

A general review of ten w^eeks' work. 

Pictures; stories; poems, statements; use of there is 
and there are; fall fruits; use of a and an; classification of 
leaves; trees; abbreviations; letter writing. 

Eleventh Week 

1 and 2. Story for reproduction, J. G. Whittier's Red 



106 

Riding' I lood. Tell something of the life of this Quaker 
poet. 

3. 1'eacher dictate to the children a short paragraph 
suggested by this story. Use short sentences. 

4. Poem, November, by Alice Gary. Study this 
with the children and read it to them. 

5. Review the poem and commit the first two stanzas. 

Twelfth WiM k 

I and 2. Story for reproduction. The Ants and the 
Grasshopper. A fable. 

3. Have on the blackboard a short story of the Pil- 
grims or the First Thanksgiving, containing questions and 
answers, or statements, and develop the rule for the 
beginning and closing of a question. 

4 and 5. Other Thanksgiving stories, as, The Ghop- 
per's Cihild, by Alice Gary. 

i>i:ci:mhi:h 

riiirieeiiMi Weok 

I and 2. Story for reproduction. The Ghopper's 
Ghild, by Alice Gary. 

3. Help the children to write a short letter, the invi- 
tation the chopper's child's mother wrote to the grand 
lady, at the grand house (prose). 

4. Teacher and children write a list of all the things 
the chopper's child had to be thankful for; also a list of 
some of the things we have to be thankful for. 

5. Use of teach, learn, taught, learned. See lessons 
on word forms in Sarah Arnold's Waymarks for Teachers; 
also King's Language Games, page 20. 



107 
F<)iirteoiith Week 

1 and 2. Study of the camel. Show picture and note 
size, shape, color, covering and hump; two kinds, one 
humped and duble humped. Compare height with a horse. 
Compare covering with horse, dog, sheep, cow; food, 
stomach. What its hump is, the use and how^ made larger; 
legs and feet; pads; eyeHds and nostrils; to protect from 
sun and sand. Uses of the camel. The Arab*s friend; 
ship of desert; beast of burden; hair woven in cloth; fine 
hair made into paint brushes; flesh furnishes food; milk, a 
drink; skin used for making bags, buckets, bottles and san- 
dals. Show pictures of the desert country, and the wise 
men guided by the star. 

3 and 4. Tell the story of The Three Wise Men, 
Bible. 

5. Review of week's work, noting use of shine, shines, 
shone, and of exclamation mark. 

Fifteenth Week 

1. Poem, Hang Up the Baby*s Stocking, by Emily 
Huntington Miller. 

2. Use of hang and hung. Review use of shine, 
shines and shone as the children reproduce the story in 
the poem. Write sentences suggested by the poem, mak- 
ing use of the words listed. 

3. Picture study. Madonnas; Bodenhausen*s Mother 
and Child. See Perry Pictures, number 1061. Show 
other pictures of Madonnas, as, Gabriel Max, Raphael's 
Sistine, etc. 

4. Study the poem. Why, by Eugene Field. 

5. Study poem. The Shepherds and the Babe. 
Teach some short Christmas quotations each morning 

of this week, as: 



108 

For they who think of others most 
Are the happiest folks that live. 

— 'Vhoebe Caty. 

Only a loving word, but it made the angels smile. 
And what it is worth perhaps we*ll know. 

After a little while. — Lilian Grey, 

Review of week's work and help the children to know 
the picture, The Christ Child, by Murillo. 

Sixteenth ^^"eek 

I and 2. The Fir Tree, by Anderson. To be told 
and reproduced: a number of new words and expressions 
to be explained. 

3 and 4. Stor>', Christmas in the Barn, from Poulsson's 
Child World, or Tiny Tim, from Charles Dickens' Christmas 
Carol, as told in Bailey's For the Children's Hour. 

3. Poem. Merry Christmas, by Louisa M. .Alcott. 
School-room decorations for the month of December. A 
large collection of the various Madonnas, and other pic- 
tures relating to the birth and life of Christ. See Perry col- 
lection: Flight into Eg>'pt, Plockhorst; Repose in Eg>'pt, 
Merson; In the Temple with the Doctors, Hofmann; TTie 
Nativit\-. Hofmann; Christ Teaching from a Boat, Hof- 
mann. 

JANUARY 

Seventeenth Week 

Show picture of Janus. For description see Primary 
Department of the Interstate Schoolman for January, 1910. 

1 . Conversation. The New ^ ear: methods of reckon- 
ing time: ancient and modern: Indian methods; Robinson 
Crusoe's method. See Anna Thomas' First School ^ ear. 

2 and 3. Stor>% Snowflakes, by Josephine Jarv^s. See 
Poulsson's Child's World. 



109 

4 and 5. Poem, Falling Snow. See Harris and Gil- 
bert; Poems by Grades, Primary. 

Eighteenth Week 

1 . Conversation. Winter sports. Subject matter for 
a letter. Review form for a letter. 

2. Study forms of w^ater. Snowflakes as seen through 
a magnifying glass. See Pollsson's Child's World. 

3. Use of freeze, freezes, froze, frozen. Sentence 
work in review of yesterday's lesson. 

4. Review names of months and abbreviations. Sen- 
tence work. 

5. The Indian home. Show a good picture illustrat- 
ing Indian life. Wigwams, w^arriors, squaw, papoose, 
canoe, bow and arrow, pine and fir trees, water. Lead the 
children to describe, making a good story. See Cooley's 
Manual I. 

Nineteenth Week 

1 and 2. A good review of five w^eeks' work. 

3 and 4. The Indian. Description: skin, copper col- 
ored or red; hair, course, black; eyes; high cheek bones^ 
head dress; wampum belts; turkey feathers; beads; mocca- 
sins; leggins. His food, how obtained and how prepared. 
His dress; manner of living. See Stories of Indians, by 
Mary Hall Husted. 

5. The Indian's Story of the Rainbow, from Hiawatha, 
beginning: 

See the rainbow in the heavens. 
In the eastern sky, the rainbow, etc. 

Note capital letters for beginning names of people and 
the first word in each line of poetry. 



no 

Tw^entieth Week 

Language proper. Note verb forms and use of capital 
letters and quotation marks. 

1 . Conversation. Sports and games of the Indian 
boy. See Miss Husted*s Stories of the Indian. 

2. Mr. Longfellow's visit with the Indians, and his 
poem, Hiawatha. Description of Hiawatha, beginning: 

By the shores of Gitche Gumee, 
By the shinging big sea water, etc. 

3. Review Hiawatha's home, and let the children 
sketch the picture. 

4. Hiawatha's school, beginning: 

Then the little Hiawatha 

Learned of every bird its language, etc. 

Compare his outdoor school of nature with our school. 

5. Review Hiawatha's school and help the children 
to tell and write on paper as the teacher writes on the 
blackboard the things he learned. 

FEBRUARY 

Twenty-first Week 

Language proper. New words and sentence w^ork. 

1 . Poem for study, Hiawatha and His Grandmother. 

Then the wrinkled old Nokomis 
Nursed the little Hiawatha, etc. 
(Fourteen lines.) 

2. Review of poem just studied. Children reproduce 
in their own words. (Let each child make the cradle 
described, using pasteboard, string, and crepe paper.) 
This may be done in the drawing class. Hand work. 



Ill 

3. Poem, Hiawatha's Childhood. 

At the door on summer evenings 
Sat the little Hiawatha. 

(Five lines, then omit to — ) 
Saw the fire-fly Wah-wah-taysee 
Flitting through the dusk of evening. 

(Twelve lines.) 

4. Sentence work. Attention to wording of the 
teacher's questions. Of what were their wigwams made? 
Of what were their bows and arrows made? Of what were 
their canoes made? etc. The children are to answer such 
questions in complete otatements beginning with Their. 

5. Poem, Hiawatha's Home. To be memorized. 
Have this on the blackboard, and review the thoughts. 

TM^enfy-second Week 

1 . Review the thoughts in the poem, Hiawatha and 
His Grandmother, and help the children to memorize. 

2. Review the two poems that have been memorized 
and let the children copy from the blackboard the first 
one, Hiawatha's Home. Note use of capital letters. 

3. Picture study. Either, Shoeing the Horse, by Land- 
seer (see Perry Picture, No. 908), or The Blacksmith Shop, 
from Chart for the First Year Manual, by Cooley. Lead 
the children to make a short, simple, oral description. 

4 and 5. The horse. Have an outline placed on the 
blackboard, and lead the children to give a good descrip- 
tion. See Poulsson's Child World and Cooley's Manual I. 

TM^enty-third Week 

1. Review. Children telling in their own words a 
good description of a horse. The teacher may write on 
the blackboard short sentences composed by the children. 
Later let them read these sentences. 



112 

2 and 3. Story for study and reproduction. Naham 
Prince, a true story, by Edward Everett Hale. 

4. Study and memorize the quotations: 

"For want of a nail the shoe was lost. 
For want of a shoe the horse was lost, 
For want of a horse the rider was lost. 
For want of a rider the battle was lost. 
And all for the want of a horse-shoe nail." 

"Strike while the iron is hot." 

5. Review the quotations and write them from mem- 
ory. Note quotation marks, capitals and periods. 

T^v^enty-fourth Week 

1 . For study and reproduction. The Soldier and the 
Horse, a fable, pages 1 71 and 1 72 of Manual I. 

2. Poem, The Bell of Atri, by Longfellow. Name the 
poems that have been studied by Longfellow, and note his 
birthday. See Child Classics, Second Reader, by Georgia 
Alexander, page 59. 

3. Sentence work, suggested by the poem, The Bell 
of Atri. 

4 and 5. Dictation exercises. Dictate sentences for 
the children to write, using thoughts and words w^ith which 
the children are familiar. 

MARCH 

Twenty-fifth Week 

Language proper. ,Use of lain, has lain, have lain. 

1 . Story for study and reproduction: A Wise Old 
Horse, a true story, from Poulsson*s Child World. 

2. Review the proverbs learned last week. Let the 
children try to write them. 



113 

3 and 4. Story, Idle Tom, from Kelly's Natures Story 
Book, or The Little Girl Who Would Not Work, from 
Bailey's Children's Hour, page 215. 

5. Sentence work taken from this story. 

Tw^enty-sixth Week 

I. Buds and twigs. Bring to school twigs from as 
many varieties of trees as possible. Place in water and 
watch for changes. See page 197 of Language Through 
Nature, by Perdue and Griswold. 

2 and 3. Story, A Queer Little Baby, page 131 of 
Nature's Story Book, by Kelly. 

4 and 5. Story, The Pussy Willow, page 144, Nature's 
Story Book, Kelly. ' 

T^v^enty-seventh Week 

1. Lesson on air and wind. See Anna Thomas' First 
School Year; also Language Through Nature; Literature 
and Art, by Perdue and Griswold. Use the experiments 
given. 

2, 3 and 4. Story, The Foolish Weather Vane, from 
the same book mentioned above, or Little Half Chick, from 
Bailey's Children's Hour. 

5. Poem, The Windmill, page 151, Bailey's Chil- 
dren's Hour. 

Twenty-eighth Week 

Sentence Work. 

1 . Statements or declarative sentences. Select state- 
ments from some of the recent stories. Let them be writ- 
ten on the blackboard as given. Lead children to note 
what is done by each sentence, also beginning and closing. 

2. Questions, or interrogative sentences. 

3. Surprise, or exclamatory sentences. 



114 

4. Command, or imperative sentences. 

5. Review of the kinds of sentences. 

APRIL 

T^v^enty-ninth Week 

1 and 2. Review of the work of previous quarter. 

3. Picture study. At the Watering Trough, by Dag- 
man Bouveret. Lead the children to make a simple 
description. 

4. Teacher and children write the simple description 
that was given orally in previous lesson. 

5. Story of Dagman Bouveret. 

Thirtieth Week 

1 and 2. Study with the children and help them to 
memorize the poem. Spring, by Celia Thaxter. Teach such 
words as alder, powdery curls, silver, etc. 

3. Show picture of Celia Thaxter, and tell the story of 
Celia Thaxter. Locate on map White Island, one of the 
Isles of Shoals, near the New England coast. See Cooley's 
Manual, book II. 

4 and 5. Review the story of Celia Thaxter. Help 
the children to memorize and write her poem. Spring. 
Review use of capitals. Special attention to use of capitals 
in titles. 

Thirty-first Week 

1 and 2. Story for reproduction: The Story of a Bird. 
See Apple Blossoms and Other Stories. Sentence work 
the second day. 

3 and 4. Story, The Hangbird's Nest. See Apple 
Blossoms and Other Stories, or The Oriole's Journey, page 
171, For the Children's Hour, Bailey. 



115 

5. Review the two stories and teach use of IVe and 
Tm. Meaning of apostrophe in contractions. 

Thirty-second Week 

1,2 and 3. Story for reproduction: The Ugly Duck- 
ling. This story divides easily into three parts. See 
Apple Blossoms and Other Stories, by Stanley and Taylor. 

4. Write a paragraph suggested by this story. 
Teacher direct by definite questions. 

5. Story of Hans Christian Anderson, author of The 
Ugly Duckling. See Primary Teacher, March, 1906. 

MAY 

Thirty-third Week 

1 and 2. Poem for study, Our Homestead, by Phoebe 
Gary. Let the children sketch pictures described in the 
poem. 

3. Story, Alice and Phoebe Gary. See Gooley's Man- 
ual I; also Miss Arnold's Stepping Stones to Literature, No. 
3. Let the children copy the names, Gelia Thaxter, Alice 
Gary, Phoebe Gary. 

4. Story, The Gary Tree, Manual I. 

5. Writing dates, and review week's work. 

Thirty-fourth Week 

1 . Use of write, wrote written. See Arnold's Way- 
marks for Teachers. (Verb forms.) Also Myra Kings 
Language Games. 

2. Sentence work growing out of review of Alice and 
Phoebe Gary, The Gary Tree, and the poem, Our Home- 
Stead. 

3 and 4. Study and memorize allor parts of The 
Month of May, from Anna Thomas' First School Year. 



116 

5. Use of I and me (conversation). See Sarah 
Arnold's Waymarks for Teachers. Also Myra King's Lan- 
guage Games. 

Thirty-fifth Week 

1 and 2. Nature. The robin. Simple observations. 
See McMurry*s Special Methods in Science. Also Anna 
Thomas* First School Year, and Stickney and Hoffmann's 
Bird World. 

3 and 4. Story, How the Robin's Breast Became Red. 
See Apple Blossoms and Other Stories, by Stanley and 
Taylor. 

5. Use of doesn't, don't. Review I'm and I've. Help 
the children to begin writing the story just studied. They 
may complete this for outside work. 

Thirty-sixth Week 

1 and 2. Nature. The woodpecker. See Stickney 
and Hoffmann's Bird World. 

3. Story, The Woodpecker. See All the Year Round. 
Use of each other and one another. 

4. Story, The Origin of the Woodpecker. See Cook's 
Nature Myths. 

5. Poem, The Woodpecker. See Longfellow's Hia- 
watha. Reviews. 

Sentence work. The children should be able to com- 
pose and write, neatly and correctly, short sentences, ques- 
tions and explanations, containing names of holidays, days 
of week, months, people, or they should be able to write 
these from dictation. 

Oral exercises on verb forms. 
Names and abbreviations. 

Names of the days of the week and abbreviations- 
Contractions. 
Stories. 



117 



Hand Work 

Second Grade 

See helpful books listed with First Grade Oudine. 

SEPTEMBER 

First Week 

1 . Brush work, representing grasses. Use gray water 
color. Place the grasses on the left side of paper and on 
the right (after study) make the picture. 




2. Arrange grasses in a little different position, and 
picture again, using colors to match the grasses. 

3. The sunflower. Paint in color. 

4 and 5. A bookmark. Decorate with the sunflower. 
Combine paper cutting and water color work. Cut from 
paper the yellow petals and use water colors to paint the 
brown center, green stem and leaves. 

Second Week 

1 to 5. Construction work. An Indian canoe. Use 
construction paper and cover with birch bark. Finish the 
edges with raphia. Sew with colored twine. See Bowker's 
Busy Hands. If time, the w^igwam may also be constructed. 
See Bowker, pages 9 to 15; also Summer's First Lessons in 
Handicraft, pages 26 to 31. 



118 

Third Week 

Fruits. Free-hand cutting with practice paper, then 
with colored paper. Using the best cuttings for patterns, 
make a stencil for the fruit on mounting paper. Then using 
water colors, on water color paper, float the colors for 
peach, apple, pear, etc., and cover with the stencil, finding 
the best colored space to represent the fruit. 

1 . The peach or apple. Free-hand cutting, first from 
practice and then from colored paper. (The best cut from 
color may be mounted.) 

2. Using the best patterns, make stencils for the peach 
or apple. Then on water color paper, float the colors 
found in the peach or apple. 

3. Paste the stencil over the best colored space to 
represent the fruit studied. Also mount some of the best 
cuttings. 

4. Study ovoid. Compare with sphere. Name objects 
based on the ovoid, as, egg, pear, acorn, leaves, etc. 
Teacher place list on the blackboard. Mould an ovoid in 
clay. Have a good model before the class. 

5. Mould a pear in clay. Have a good model before 
the class. 

Fourth Week 

1 . After free-hand cutting from practice paper cut a 
pear from yellow paper. Keep the best to paste on dark 
colored mounting paper. 

2 and 3. Color work. The pear (mass work). A 
wash of yellow, then touches of red shaded with gray. 
Have a good study before the class. 

4. Make a stencil for the pear. On water color paper 
float colors for the pear. 

5. Paste the stencil over the best colored space to 
represent the pear. Also mount some of the best cuttings. 



119' 

OCTOBER 

Fifth Week 

1, 2, 3, 4 and 5. Free-hand paper cutting of vegeta- 
bles, squash, tomato and pumpkin. 

Complete as suggested with the fruits. 

Sixth Week 

1, 2, 3, 4 and 5. Begin a mat, hemp twine and raphia; 
in color. Take one yard of hemp twine. 



tSOSBSBKSS 




Wrap three or four times, then stitch, winding the 
wrapped twine. This makes a small round mat. 

Seventh Week 

1 . Simple landscape painting. First wash the space 
with water, then a wash of blue, then a wash of yellow on 
the lower half of the space, making a green. 

4. Repeat, and let the children add one object to 
their picture, as, bird, tree, house, etc. This object is to be 
suggested by the children. 5. Repeat. 

Eighth Week 

1 . Study and draw a given unit. 




120 

2. Show the units united in wall paper borders, car- 
pets, etc., and show that the repetition of units produces 
beauty. Let the children see that by repeating this unit 
horizontally and vertically a surface of any extent may be 
covered, producing a pleasing effect. 




3, 4 and 5. Paint jack-o-lanterns. From water color 
paper cut a card, five by two inches. Trim the top corners, 
making a curved top. On the upper part of this card, paint 
a jack-o-lantern. Just below the picture print and trace in 
water colors the words, "Book Mark". 

NOVEMBER 

Ninth Week 

1 . Review cylinder. From the top of a pail lead the 
children to see the ellipse; first the circle, then the ellipse, 
etc. Turn the pail so that the children will see ellipses of 
different sizes and let them draw what they see. 



^O 



121 



2. Study and draw the pail. Lead the children to 
see the construction Hnes, locate them and draw. 





3. Draw again, more carefully. All a given size, 
and show foreground and background lines; also use a few 
strokes to indicate light and shade. 

4 and 5. Begin weaving raphia mats, three colors. 
Stripe the ends. 

Tenth Week 

1, 2 and 3. Complete the raphia mats. 

4. Paint a picture of Plymouth Rock, in gray water 
colors. See Perry pictures. 

5. In gray water colors, silhouette, paint the story of 
the Pilgrims. 

a. A church to represent England. 

Eleventh Week 

1 . Continue the story of the Pilgrims. 

b, A windmill to represent Holland. 

c, A ship to represent the Mayflower. 

d, Wigwan^s and trees. America as the Pilgrims 



2. c 

3. c 
found it. 

4. e. Log house among the trees. The change. 

5. /. Turkey, pumpkins. The first Thanksgiving. 

Twelfth Week 

1, 2, 3, 4 and 5. Paint in gray other pictures suggested 
by the story of the Pilgrims, as, a powder horn, gun, hat. 



122 

cradle, etc See the Howthorne Second Reader for good 
pictures. Illustrate in gray the following lines: 

"The trees against a stormy sky 
Their giant branches tossed." 

DECEMBER 

Thirteenth Week 

I and 2. Weaving, a cubical box. Take two strips of 
paper, each one inch wide and twenty inches long (light 
blue), and eight strips one inch wide and eight inches long 
(brown). Weave as the foot rule was woven in the first 




grade, eighth week. Crease every two inches and weave 
the ends and paste. The four alternate open strips are to 
be woven together for the bottom. Place the box on the 
desk with the bottom side up to do this. If the children 
wish, they may paste a paper handle from one side to the 
other, changing the box to a basket. 

3, 4 and 5. Water color. Winter scene, ground left 
white, a few gray shadows; sky light gray or light blue, with 
gray or white clouds; two trees (gray). Place a few shad- 
ows in the foreground made by the trees. 

Fourteenth Week 

I and 2. Weaving. From cream-colored and light 



123 

blue paper weave a handkerchief case. Tie with narrow 
ribbon, Hght blue. See Bowker's Construction Work, 
page 50. 

3, 4 and 5. Water colors and paper cutting. Santa 
Claus. Draw on water color paper, from pattern given in 
Primary Education for December, 1909. Paint, cut and 
fasten the parts together with brass headed brads. 

Fifteenth Week 

1, 2, 3, 4 and 5. Sewing. Baby*s ball. Wind twine, 
making a ball the size desired. Covered with colored 
worsted thread, using a tapestry needle and worsted of any 
of the primary colors. See Summer's First Lessons in 
Handicraft, page 46. 

Sixteenth Week 

1 . Show Raphael's Sistine Madonna. Show and 
study Bodenhausen's Madonna. 

2, 3, 4 and 5. Christmas card, holly berries and leaves- 
Merry Christmas. Cut the card so it will form a frame for 
the Bodenhausen Madonna, or cut an oval shaped card- 
board frame, one that will fit the Perry picture of the 
Bodenhausen Madonna. Cover the frame with raphia. 
Paste on the back a cardboard pocket and slip in the pic- 
ture. 

JANUARY 

Seventeenth Week 

1 and 2. New Year's calendar. Use red cardboard 
and red ribbon to match; make the letters of black or gold 
paint. Calendar, black with white figures, or white with 
red or black figures. 



24 




3, 4 and 5. Water colors. A New Year's card. Use 
a card of water color paper, size three by five inches. In 
the upper left corner paint a group of New Year's bells; on 
the card print neatly "New Year Greetings," and trace with 
water colors to match the color in the bells. 

Eighteenth Week 

1 , 2 and 3. Make a penwiper. Use water color paper 
and chamois skin. Tint the water color paper, and cut 
circles. Deepen the tint at the edge of the circles. Cut 
chamois skin to fit the paper and tie together with narrow 
ribbon. 




4 and 5. Make a blotter to match the above pen- 
wiper. 

Nineteenth Week 

Make a tray of paper. 

Review all the solids and forms that have been stud- 
ied: sphere, hemisphere, cube, prism, cone, ovoid, ellip- 
soid, clyinder. Children draw circles, squares, half-circles, 
quarter-circles, oval and ellipse. 



125 

Tw^entieth Week 

1, 2, 3, 4 and 5. Make a raphia basket. Use hemp 
twine and cover with raphia, one color. 

FEBRUARY 

T^^enty-iirst Week 

1, 2, 3, 4 and 5. Raphia. A napkin ring. From 
cardboard cut a strip six and one-fourth by two inches- 
Fasten the ends together and wrap with raphia until it is 
well covered. Ornament the ring with a piece of narrow 
ribbon. Weave it around the center of the ring and tie the 
ends in a pretty bow. 

TM^enty-second Week 

1,2,3 and 4. Valentines. Use water color paper 
and cut three hearts. Make a little difference in the size. 
Tint them, and darken the edge with the same color. Use 
the dark color for the lettering and select ribbon and pic- 
tures that will harmonize. 




126 

5. Envelopes for valentines. Take a piece of paper, 
six by six, six by eight, or eight by eight. Fold the corners 
tow^ard the center and fasten three of the points together 
w^ith a red paper heart. 

T\v^enty-third Week 

1, 2, 3, 4 and 5. Paper cutting. A shield. Cut a 

shield from stiff white paper. Cut red stripes one-half 

inch wide and paste, leaving one-half inch of white between 

the red. Fit blue paper across the top of the shield, and 

paste silver stars, (tally card stars) on this blue. Lincoln 

or Washington's picture may be mounted in the center of 

the shield. 

Tw^enty-fourth Week 

I, 2, 3, 4 and 5. The Indian cradle, suggested by the 
Language Work, Longfellow's Hiawatha. Let each child 
make the cradle described, using pasteboard, string and 
crepe paper. 

MARCH 

T\^enty-fifth Week 

I, 2 and 3. Branches of paper flowers. Apple or 
peach blossoms. Cut the flowers from light pink tissue 
paper. Cut green leaves from green tissue paper. Twist 
a leaf or two with the pink, representing the apple blossom, 
and fasten with small wire to a branch cut from an apple 
tree. These are very pretty in the school-room. 

4. In black and white, paint an original picture that 
suggests a windy day. 

5. Repeat, after a study of the pictures suggested by 
previous lesson. 

T^v^eiity-sixth Week 

I and 2. Make a napkin ring. See page 21 of 
Knapp's Raphia and Reed Weaving. Long strips, sixteen 



127 

inches long; double them (two strips). Short strips, six 
inches long; double them (six strips). See first year draw- 
ing, eighth week. 




3, 4 and 5. Make a pin cushion. Weave^wo colors 
of paper. See pages 24 of Knapp's book. 




Tw^enty-seventh Week 

1 and 2. Study and paint twigs that have been kept 
in warm water for several days, so that the buds are 
swelling. Use gray water colors one day and brown the 



next. 



:^^i^^ 



3, 4 and 5. Pencil work. Groups of balls. Two 
balls, then three balls, Use lines to show background and 
foreground. 





128 

Twenty-eijihth Week 

1, 2, 3, 4 and 5. Construction work. A fan. From 
berry boxes, cut small, thin slats of wood, and from these 
slats make the frame of the fan. These may be stained or 
painted with water colors. Decorate water color paper 
with Japanese designs, or, just tint the paper (floating col- 
ors). Then cut this to fit the frame and paste on it. Fold 
the paper foreward and backward and fasten to one of the 
slats with thread or fine cord. 

APRIL 

TM^enty-ninth Week 

Water colors. 

1 . Pussy willow buds. Arrange two or three twigs 
as a study for the children to copy. Stem in brown and 
buds in gray. 

2. Decorate a bookmark, two by six inches, with 
pussy w^illows. 

3. 4 and 5. On a card of water color paper, three by 
five inches, sketch an old fence and trace with water colors 
(gray). On each post paste a pussy willow bud, and in 
gray water colors add heads and tails. Print and trace in 
gray or brown, "Spring is Here." This may be • used to 
cover a blotter or to represent a post card. 

Thirtieth Week 

Paper cutting. Free-hand cutting and cutting from a 
pattern. 

1 and 2. Easter lilies, rabbits and eggs. 

3, 4 and 5. An Easter card. On gray or black mount- 
ing paper paste a white paper cutting of the Roman cross. 
Trace the edge of the cross with gold paint. Just below, 
or at the left and right of the cross, print "Easter Tide" or 
"Easter Greeting". The letters may be traced in gold paint. 



129 

Thirty-first Week 

1,2, 3. 4 and 5. Matching colors with and painting 
an oriole. Bring the bird from the museum. See Stickney 
and Hoffmanns Bird World. After the bird has been 
painted, then make a drawing of the egg and color. This 
is all to be made on water color paper. Send to the Davis 
Press, Worcester, Mass., for bird outlines for coloring. 
(First twelve birds, price 75 cents.) 

Thirty-second Week 

1, 2, 3, 4 and 5. A wall paper pattern. Study, draw 
and paint a given unit, to be drawn in a three-inch square. 
Then using a smaller scale, repeat this unit, forming a 
border. Color the unit red and the background a tint of 
red. This is to be made on water color paper. Place the 
three-inch quare (showing the unit) on the left half of the 
sheet and the border, repeating the unit on the right half. 






i__^J 



QOHVl 8 



3 



130 

MAY 

Thirty-third Week 

1, 2 and 3. Make a May basket. Use a cardboard 
box and crepe paper. 




4 and 5. Begin a holder or bag for a ball of twine. 
Use raphia in color and knot. See Mary White's How to 
Make Baskets. 

Thirty-fourth Week 

1 and 2. Use the Sunbonnet Baby Cards, size five by 
seven, by Bertha L. Corbett. (See Primary Hand Work 
Wilhelmina Seegmiller.) "Greeting" or "The Party." The 
children may color these with water celors. 

3 and 4. Use the Overall Boy Cards in the same way, 
"On the Haystack" or "Come on Over." 

5. Complete the bag for a ball of twine. 

Thirty-fifth Week 

1 . Lesson on pose lines. Teacher represent position 
(by a line on the blackboard) for the children to take. 
Teacher take positions for the children to draw the pose 
lines to represent her positions. Then let some child take 
positions, and the children draw the lines. Examine vari- 
ous objects for lines of direction or pose lines. 

2 and 3. Silhouette. A little girl wearing a large 
bonnet and carrying a rake, hoe or broom. Children first 
with lead pencil, lightly represent the pose lines and with 
these as guides make the silhouette in gray or brown water 
colors. 



131 

4 and 5. Silhouette. A little boy wearing a large hat 
and carrying a bucket. 

Thirty-sixth Week 

1 and 2. Study and paint some May flower, the pur- 
ple violet or a tulip. 

3, 4 and 5. Continue work on flowers. Mount some 
of the best. 

Supplementary Work 

a. Study and draw a bunch of cherries (three). Pen- 
cil work. 

b. The same in water colors. Mass work. 

c. A picture frame. Weaving. Strips one inch wide. 
See Model VII, page 22, Knapp. Use two tones of some 
color. 



32 



Geography 

Second Grade 

Life work: 

Races of people. 

Occupation and industries. 

Pictures and excursions. 

Stories from the Ten Boys on the Road from Long 
Ago to Now. 

Map work: 

Location of the homes of the boys studied. 

Simple drawings of floor plans for houses, parks 
visited, etc. 

Helpful books: 

Jane Andrew's Ten Boys on the Road from Long Ago 
to Now. 

Mary Husted*s Stories of Indian Children. 

Montgomery's Beginner's History. 

McLeod's Talks on Common Things. 

Chase and Clow's Stories of Industries, volumes I 
and II. 

King's Geographical Readers, volumes I and III. 

J. F. Chamberlain's How We are Clothed. 

F. G. Carpenter's How the World is Fed. 

McMurry's Teachers' Manual of Geography. 

McMurry's Excursions and Lessons in Home Geogra- 
phy. 

A study of occupations and a description of industries, 
involving the material used, the tools needed by the work- 
man, the wages they receive and the conditions under 
which they labor, will furnish lessons that will lead, not 
only to knowledge and thoughtfulness, but to a realizing 
sense of the dignity of labor. Such subjects will emphasize 



133 

the responsibility that rests upon us all to do our part in the 
world's works. Indeed no other subject is more helpful, 
nor tends more fully to lead the child to rid himself of a 
selfish love of ease and to fit him to do his part. 

SEPTEMBER 

First Week 

Name the different kinds of people or races in our 
town. 

1 and 2. The red race. What do the children know 
about the Indian? His early home. Show home on the 
map at the present time. Where is he now? Descrip- 
tion. Show pictures of warriors, braves, squaws and 
papoose. See King's The Land We Live In, part I, pages 1 5 
and 1 6. See Husted's Stories of Indian Children, pages 40 
to 56, also I 2 to I 6. 

3. Home. Tent or wigw^am. Furnishings. Husted, 
pages 8, 9, 10 and H . 

4. Indian children's names. Husted, page 1 7 to 22. 

5. Indian children's games. For home work make 
bows and arrows. Husted, pages 22 to 27. 

Second Week 

I and 2. Story of Se-at-to. Husted, pages 27 to 34. 

3. The Indian's work. Weaving rugs. (Show how.) 
Making baskets, etc. See Indian Baskety, by Lloyd W. 
MacDowell, published by The Alaska Steamship Company, 
Seattle, Wash. 

4 and 5. Let the children construct an Indian village, 
placing in a large sand pan, tents, beds, poles for skins of 
animals, places for the fire with the ketde hanging, papoose 
in cradle, bows and arrows, etc., or from paper cuttings, 
partly free-hand and others from patterns, let the children 
make a poster representing the above. 



134 

Third Week 

The yellow race. 

The Chinese. Review the story of Pense, from Jane 
Andrew's Seven Little Sisters. (First year work.) 

2. Description of the Chinaman: skin, eyes, quene, 
fctce, dress. See Channberlain*s How We are Clothed, page 
25, The Land of the Queue. Also King's The Land We 
Live In, part I, pages 14 and 15. 

3. Why do they come to our country? Their work 
here. Their work in China. 

4. Chinese children, dress and games. Read some of 
Dr. Headland's Chinese Mother Goose Rhymes. 

5. Homes. Describe. Show on map. From paper 
cuttings, free-hand and from patterns, let the children make 
a poster, showing Chinese life in their home country. 

Fourth Week 

The black race. 

1 . The Negro. Description. See Plan Book for Jan- 
uary, 1908. Also King's The Land We Live In. 

How do they happen to be in our town? Where did 
they come from? 

2. Their home in Africa. Show on map. Show- 
pictures of reed houses. See what the children remember 
of the story of Manenko, from Jane Andrew's Seven Little 
Sisters. See also page 575 of Plan Book. 

3. Their work in the African home. The story of 
the Slave Ship, Plan Book, page 578. 

4. The v^ork of the negro in this country. Show 
home on map. 

5. Make a poster (paper cutting) representing negro 
life in the south (cotton plantation) or in Africa, showing 
reed house, etc. Show pictures. 



135 

OCTOBER 

Fifth Week 

The white race. 

1 . The Caucasian. Description. From what country 
did they come? See King*s The Land We Live In, part I, 
pages 19 to 22. 

2. Kablu, the Aryan. This story is found in Jane 
Andrew's Ten Boys on the Road from Long Ago to Now. 

Begin the story of Kablu. Sketch on the blackboard 
the pictures given in the text. Present the name, Kablu. 
Lead the children to point out the journey on the map, and 
tell the part of the story describing the home. 

3. The morning and their worship. Illustrate rubbing 
flint together. 

4. Their breakfast, cakes (how made). Curds, goat 
meat. The mother's work after breakfast. Review the 
lesson on w^ool. Father's and Kablu's work. 

5. What is found in the side of the mountain? Show 
specimens of ore. Explain how the clay jars and cups 
were made. Let the children mould from clay and get the 
dishes ready for baking as Kablu did. 

Sixth Week 

1 . The important things that happened to the Aryan 
home, the night, beds, sheep and goat's skin. . The storm. 
Explain avalanche, mountain torrent. Show pictures. 

2. The dawn. How will they re-build their home? 
Who will help? Kablu begins to think. What truth does 
he tell? 

3. The clay beds, the playhouse roof. See if the 
children can show how these pieces of tile can be put 
together to form a roof. From clay let the children make 
some tiling. 



136 

4. The new home, the tile cutting, use of stones. 

5. What happens the next year, troubles; father's 
reasons why they should and should not move; the decis- 
ion. 

Seventh Week 

1. The move. Show on map. Aryan's name for 
river, "Sinahu." Meaning of Hindus (river men). Kablu's 
age and how he counted time. Count the ages of some of 
the children in the class by moons. 

2. Kablu*s great-grandson, Darius. His journey. 
Show on map. Introduction to Darius, the Persian. 
Explain great-grandson. See if the children can tell from 
what country the white people came. 

3. 4 and 5. Review the story of Kablu. Make the 
children familiar with the map. 

Kl^hth Week 

Complete the oral review from topics. From the 
teacher's questions make a brief story about Kablu. Write 
the children's answers on the blackboard. They may copy 
the sentences in note books. Each day let the children 
read all the sentences they have copied. 

NOVEMBER 

Ninth Week 

1 . Occupations and industries. What do the people 
in our town do? Other people that you know? Place on 
the blackboard a long list of the occupations as the children 
name them. 

2. The butcher shop. The teacher should visit the 
shop, previous to this recitation, and arrange for the trip 
with the children. Find out from the children who have 
been in a butcher's shop and see what they know about it. 



137 

Lead them to state some things they would Hke to know. 
With the children work out definite topics on which they 
are to report after the trip, as, the location of the shop, the 
furnishings, (block, tables, scales, tools, etc.), various kinds 
of meats, appearance of the butcher, his dress, his work. 
Where does he get the meat he sells? Prices of some of 
the meats. 

Problems. 

3. The trip. 

4. Reports. Oral. Let the children make drawings 
whenever they wish, to make the reports clear. 

What kind of butchers are needed? Clean, neat, 
honest, etc. 

5. Help the children to arrange the material they 
have gathered, in story form. 

Tenth Week 

Place in note books, drawings representing tools and 
furnishings in the butcher's shop. Also a few sentences 
that will help in re-calling the trip. 

A general review^ of the term's work. 

* 

Eleventh Week 

1 . The bakery. Preparation for the trip. See what 
the children already know. Lead them to state questions. 
Place on the blackboard a list of points on which the chil- 
dren are to be able to report after the trip. Location of the 
babery, large baking oven, kneading trough, kinds of bread, 
of cake and other pastries, amount made each week, pies, 
etc., the baker's appearance, dress, etc. 

2. The trip. 

3. Reports. Compare the baker's large oven and 
kitchen with the home oven and kitchen. Sketches may 
be made of many of the things seen in the bakery. 



138 

4. Help the children to arrange in story form all the 
material they have gathered. What kind of a bakery is 
needed? 

5. Place in note book some of these drawings, and 
connected thoughts suggested by the trip (taken from the 
oral story). Let the children read all they have w^ritten. 

Twelfth Meek 

1 . The blacksmith shop. Preparation for the trip. 
After finding out what the children know, place on the 
blackboard a list of the points the children or teacher 
suggest to be reported upon after the trip: the shop, loca- 
tion, furnishings, tools. The smith, how different from 
other men, face, dress, etc. The work of the blacksmith. 
Encourage the children to see as much as possible and to 
ask questions concerning that they do not understand. 

2. The trip. 

3. Reports. 

4. Arranging the material in story form. See Inter- 
state Schoolman, April, 1912. 

Problems. To shoe a horse, placing new shoes on all 
four feet, the cost is $1.50. Marshal had his pony shod 
twice. What was the cost? $1.50 is how much more than 
$1.00? 

To reset old shoes the cost is 75 cents. How many 
shoes needed to shoe four horses? etc. 

5. Place in note book some of the drawings repre- 
senting things seen in the blacksmith shop, bellows, anvil, 
horse shoes, etc. Also a few connected sentences. What 
people need a good blacksmith more than others? (Farm- 
ers, draymen, liverymen.) Show the need for careful, gen- 
tle, honest blacksmiths. 



139 

DECEMBER 

Thirteenth Week 

1 . Poem, The Village Blacksmith, by Henry W. Long- 
fellow. Read and study with the children. 

2. Coal. What is it? Pictures and specimens. 

3. An imaginary trip to a coal mine. 

4 and 5. Story, A LitUe Black Fairy, by Susan Coo- 
lidge, from In Storyland. Tell this to the children and help 
them to reproduce it. 

Fourteenth Week 

1 . Wool. See Talks about Common Things, pages 
1 ] to 16. Stories of Industry, volume I, pages 36 to 45. 

Why do farmers raise sheep? See Chamberlain's How 
We Are Clothed, pages 59 to 80. 

1 . What is wool? Washing the sheep; shearing the 
sheep; appearance of fleece. Show pictures. Show^ wool. 

2. Sorting the hairs; appearance of fibers; combing 
the wool. Show pictures (real combs if possible). 

3. How change the combed wool into yarn and wor- 
sted. Use, varieties of cloth, where manufactured. Show 
on map. 

4. Other animals that give us wool. The llama, the 
alpaca. Show pictures and describe. 

5. The cashmere goat. Wool in ancient times. Review. 

Fifteenth Week 

1 . Paste samples of woolen cloth on a cardboard or 
in note book and write name of cloth just below. Also 
samples of yarn and some wool. 

2. Story, The New Red Dress, by Cora E. Harris, 
from Bailey's For the Children's Hour, pages 90 to 93. 

3. 4 and 5. Place in note books some of the thoughts 
they wish to keep about wool. 



140 

Sixteenth Week 

Furs. See iMcLeod's Talks about Common Things. 
See Chase and Clow's Stories of Industry, volume 11; also, 
Chamberlain's How We Are Clothed, pages 129 to 154. 
Show pictures of fur-bearing animals. 

1 . Tell what fur is and make a list of the animals that 
furnish fur. Help the children to describe these animals 
and find where they live. 

2. Preparation of the skins, removing, cleaning, how 
softened and made ready for use. 

3. The uses of fur to the Esquimau and people in 
very cold countries, to the people in our country. The 
seal, beaver and sable. 

4. The ermine, marten, otter. Show mounted speci- 
mens and specimens of the fur if possible, as well as pic- 
tures. 

5. The muskrat and fox. Make a list of articles 
made from these furs. 

JAN U All Y 

Seveiiteenlh Week 

1 . What is a furrier? 

Name fur-bearing animals that are trapped near home. 
How trapped. Value of these furs. How tell good fur? 

2. Note book work. 

Pictures, thoughts, drawings, etc. Encourage the chil- 
dren to collect pictures of fur-bearing animals. 

3. Cotton. See McLeods Talks about Common 
Things; Stories of Industry, volume I; Chamberlain's How 
We are Clothed, pages 39 to 59. Good pictures are shown 
here of cotton field; hauling cotton to the gin; weaving; 
cotton ready to be shipped, etc. 

Objects to be used as an aid in teaching: a real cot- 



141 

ton blossom, if possible, if not, pictures; maps, so that cot- 
ton belts may be located; spools of thread; cotton bolls and 
pieces of cotton; samples of cotton cloth. 

Where cultivated. Show on map. Description of 
plant, appearance of pods, gathering Picture of cotton. 
See King's The Land We Live In, page 25. 

4. Drying and cleaning the cotton; the cotton gin. 

5. The spinning, the "Jenny," pictures. 

Eighteenth Week 

1 . Weaving. Kinds of cotton cloth. 

2. Bring samples of cotton cloth and paste on card- 
board or in note book, writing the name under each sample. 

3. Story of the Calico Dress. See page 87 of Bailey's 
For the Children's Hour. 

4 and 5. Review, and sentence work in note books- 
Nineteenth Week 

Linen. See McLeod's Talks about Common Things, 
pages 21 to 25; Stories of Industry, volume I, pages 30 to 
36; How We Are Clothed, pages 80 to 85. 

1 . The flax plant (picture on blackboard). Cultiva- 
tion. Compare with cotton field. Show on map where 
cultivated. How gathered? 

2. Preparation of fibers. Show samples of flax fibers 
and compare with fibers in other stems. Explain retting 
breaking, "scutching mill" and "hackling machine". Use of 
each 

3. Manufacture. Show places on map. Use of linen 
cloth. 

4. Linen in olden times. Flax seeds. (Show.) Lin- 
seed oil. Other uses of the seeds. 

5. Review. Paste samples of linen cloth on the same 
card with the cotton. 



142 
Twentieth Week 

1 . Story, The Flax. Hons Christian Andersen, from 
Bailey's For the Children's Hour. 

2, 3, 4 and 5. A review of flax, and of the quarter's 
work. 

FEBRUARY 

TM^enty-first Week 

Begin the story of Cleon, the Greek boy, from Jane 
Andrew's Ten Boys on the Road from Long Ago to Now. 
pages 48 to 80. 

1. Begin the story of Cleon, the Greek boy. Why 
are w^e called Americans? Why was Cleon called a Greek? 
Point out Greece on the map. Locate Mediterranean sea. 
Find islands in the sea. Find a gulf. What is an Island? 
A gulf? Try to draw^ on the blackboard the Mediterranean 
sea. An island in the sea; a gulf. 

2. The state and valley of Elis. Show how it is shut 
in by mountains. The temple. The Olympian Zeus 
(Zoos); meaning of sculptor. Phideas. Show ivory. Take 
the children to see Winged Victory. 

3. The Spartan Youth. Show home on map. The 
march. Explain wallet. The silent endurance. The bed 
of rushes. See Guerber's Story of the Greeks, page 64. 

4. The pedagogue; meaning to lead a child. Sfaves. 
Compare with the time of slavery. Cleon's pedagogue 
leads him to school. Decade (ten days). Time for begin- 
ning and closing school. The children too poor to pay a 
teacher must work for him. Explain grinding pen from 
parchment and waxing the tablet. 

5. Cleon's school. Reading and repeating poetry. 
Writing on waxed tablets with a stylus or pen. How do 
you get your slate ready for new work? How did Cleon 
get his tablet ready? 



143 
T\^enty-second Week 

1 . How Atticus learned his A, B, C's. Have the chil- 
dren name them in order and place on the blackboard- 
Cleon's baby speech (the bed). What his father and 
mother said. 

2. An orator (show Homer's picture). See Guerber*s 
Story of the Greeks, page 58. Tell children of the blind 
poet. Read some of the poems Cleon committed. 

3. Cleon's games: skipping shells, leap-frog, driving 
the hoop (describe), training for foot race. Olympic games. 
Why take gymnastic training? 

4. The journey to Olympia. The boy's dress, describe 
chiton (keton) sandals, head bare. Measuring time by 
Olympiads four years. Compare with Kablu's method. 
Food used on the journey. 

5. At noon, the afternoon march. Compare with the 
Spartan march. The old man with a laural staff. What 
Cleon first sees in the valley. The next morning. Mean- 
ing of a clean, well-kept body. The coming together of 
the boys. Compare the Spartan and Athenian boys. 
Describe the boy that Cleon dreads. The preparation for 
the race. Names handed in by pedagogue. Who may 
enter. How determine their order. The first four, drop- 
ping of the chiton. Their custom. 

T\^enty-third Week 

1. The race. Signal. The four races. The race of 
the four winners. The prize. Cleon's standing position. 
His asking for help. The cheers. Cleon wins. How he 
treats his apponent. Their friendship. 

2. Let the children try a race similiar to the one 
described. 

3. The wresding. The prize. News to the father- 



144 

Closing game. Cleon's return. Soft, white wool on the 
door of the neighbor. Meaning. Garland on his own 
door. Meaning. The feast day. 

4. Inside of Cleon's house. Sister. Door. Statue of 
Appollo (show statue or picture). Open court yard. Pil- 
lars. Pleasant rooms. The altar of the hearth. Mother; 
baby brother. Loom. 

5. Gleon's parent's feeling about the crown of wild 
olives. Oracles of Appollo at Delphia. Cleon's earrings. 
Explain "Jewels of thought set in gold words." The Acrop- 
olis (show pictures). The statue of Pallas Athene. 

T^v^enty-fourth M^eek 

1 . The naming day festival of Cleon*s baby brother. 
The trip to market. Dancing girls. Flute players, guest's 
dress, refreshments. What Cleon does. Complete the 
story. 

2, 3, 4 and 5. Map work concerning Cleon's home. 
An oral review of the story. 

MARCH 

T\irenty-fifth Week 

Write briefly the story of Cleon and copy in note 
book. Attention to writing, arrangement, capitals, punctu- 
ation, etc. 

T\^eiity-sixth Week 

Begin the story of Jonathan Dawson, the Yankee boy. 

1 . Begin the story of Jonathan Daw^son, the Yankee 
boy'. Describe him; garments worn; Jonathan's new suit; 
the various steps in the making. Show^ home on map. 

2. Care of his suit. Long sermons. Hour glass. 
Dinner. Afternoon service; the ride home. Pilgrim's 
Progress. Sunday eve in the Puritan's days. Wild geese. 
"Folks goin' to meetin'." 



145 

3. Monday morning. Patched clothes. Jonathan's 
work. His home. 

4. The afternoon. The work. After supper. The 
story, "the old cup." 

5. When the wooden cup was made and the father's 
story completed. 

T\^enty-seventh Week 

1 . The schoolmaster and Jonathan's school. Texts. 
Saturday and its work. Explain "jack," the brooms, how 
made and of what made; tea, of what made; candles. 

2. Snares and tvaps for rabbits and fox; other meats. 
Training day; holidays, Christmas, Thanksgiving, market 
day in Boston. Point out on map. Ferry boat. New York 
stage. Show on map New York, Massachusetts; slaves, 
wharves. 

3. What is seen at the wharves: schooner (picture), 
salt fish, ship from England. Show on map its journey 
(imports). "Liberty Tree." British warships. Show their 
journey. 

4. Poor Richard's almanac. Benjamin Franklin in 
Philadelphia. (Map.) Story of Benjamin Franklin and 
his papers. See Stories of Great Americans for Little 
Americans. 

5. Jonathan's money. Show pictures or specimens if 
possible. Coppers, silver, six-pence, nine-pence, four- 
pence, ha'-penny, Spanish pistareen, pinetree shilling, big 
Spanish silver dollars. Price of goods; calico dress; cotton 
from South Carolina. (Map.) 

Twenty-eighth Week 

1. The smallpox; vaccination. No American flag. 
Never celebrated the Fourth of July. Independence day. 
Complete the story. 

2, 3, 4 and 5. Review the story. 



146 

APHIL 

TM^eiity-ninth M^eek 

Sugar. Tnlks about Common Things; Stories of Indus- 
try, volume II; Carpenter's How the World is Fed, pages 
328 to 345. 

1 . The plant. Describe (show picture), note height^ 
joints, leaves, tassel, compare with corn; sweet juice; explain 
perennial. Tell how a plantation is made. Where sugar 
cane grows. Pictures in Carpenter's, pages 332 and 333. 

2. Preparation for sugar making. How juice is 
obtained. Describe process of making raw or brown sugar; 
refined sugar; loaf sugar; granulated sugar; powdered sugar. 
Show specimens of each. 

3. Maple sugar. Show picture of the tree, and tell the 
story of The Maple Tree's Surprise, from Poulsson's Child's 
World. See Carpenter's, page 343. 

4 and 5. Beet sugar. Size of the beets; how culti- 
vated; how made into sugar. Tell where beet sugar is 
made. See Carpenter's, pages 340 and 341. 

Thirtieth Week 

1 . Molasses. How made. Candy. Uses of sugar 
and effects from using much sugar or sweets. 

2. Give a simple, good receipt for making candy. 
The teacher and children make candy, following the 

receipt. 

Children copy the receipt in note book while the 
candy is cooking. 

3. By use of sand pan and blackboard, make a maple 
sugar camp. 

4 and 5. Review of sugar. 



147 
Thirty-first Week 

1. Paper. Talks about Common Things; Stories of 
Indus:ry, volume II; More Mother Stories, by Maude Lind- 
say. 

How made; rags, bark. 

2. Kinds of paper. Show specimens. 

3. Paper mache; ancient methods of paper making. 
Chinese paper. 

4. Uses of paper. The first paper makers (wasps). 
Show wasp's nest. Tell the story of the first paper makers 
as given in Maude Lindsay's More Mother Stories. 

5. Review. 

Thirty-second Week 

Building a house. 

1 . Let the teacher sketch on the blackboard, and the 
children name (as the picture house is built), the different 
men required to build the house, workmen to dig the 
trench for the foundation, to haul the stones from the stone 
quarry (explain), stone mason, carpenter, brick mason, 
painter, paper hanger, plasterer, etc. Keep the list on the 
blackboard. Let this lesson help the children to decide 
what they know and do not know, and awaken a desire to 
visit a house that is being built, to find out certain things. 

2. The trip. Note building material, tools, workmen; 
layers of soil, clay, sand and loam and sometimes stone; 
the brick, stone and morter of basement wall; tools and 
skill of the mason; the partition walls, (thickness, strength) 
cellar window and door frames; the ground plan of the 
basement. Sources from which material are bought. 

3. Reports. Make a drawing of the ground plan. 

4. Make a second trip to note a house when the 
frame of the house is about complete. Note the carpenter, 
his dress, tools; note joints; beams, rafters, shingles, weath- 



148 

er-boai ds. How are parts fastened together? Location of 
chimney; the plumber's work; the gas pipes; electric wires 
for lights and door bells; lathmg, plastering. Notice how 
the different workmen depend upon one another. The 
kind of workman each should be. 

5. Reports. Note oral language, drawings. 

Thirty-third Week 

I and 2. Wood. 

Objects to aid in teaching wood: 

a. Pictures of various trees. 

b. Samples of different kinds of woods. 

c. Articles made of w^ood. Oak, walnut, mahog- 
any, rose wood, pine, maple, chestnut, etc. See Talks 
on Common Things, by McLeod. 

3. Get the names (occupations) of all the men who 
hav^e helped in building the house, then pay for a day's 
work. 

4. Lumbering. Pictures of large forests. Location, 
on a map of our country, of great forests; pictures of large 
trees. Names of useful trees the children know. Review 
of the house, previously studied. Kinds of timber and 
boards for frame work, for finishing, etc. 

5. Logging camps. Pictures and descriptions. Cab- 
ins, beds, food, work, loads. 

Thirty-fourth Week 

1 . Sawmills. Pictures. The journey of the logs down 
the stream. How made into boards and prepared for use. 
Let the children draw picture of logs being guided down 
the river or lake; saws, trees, etc. 

2. An oral review of wood and lumbering. 

3. Drawings in note book that will help recall the 
story. 



149 

4. An excursion to one of the city parks. A study of 
the park preparatory to making a drawn plan to represent 
it. What must we know? 

5. Drawing the plan. 

Thirty-fifth Week 

1. Begin the story of Frank Wilson, the boy of 1885, 
from Jane Andrew's Ten Boys on the Road from Long Ago 
to Now. Note improvements. Point out South America, 
Rio Janeiro, New York. 

2. Continue improvements; protection from snow and 
rain; school, telescope, cable message. Explain. Show 
London, also Calcutta. 

3. The father's trip. Point out on map. Steamer, 
the portrait, the photograph, sewing machine. 

4. Frank's cousin from California. (Map.) Pacific 
ocean; Atlantic; bed on the cars; telegram; tunnel; Barnum's 
menagerie; animals in Boston. Point out the homes on the 
map. 

5. Complete the story. Books. Commit, "It is not 
what a boy has, but what he is." 

Thirty-sixth Week 

1 , 2 and 3. Review of the story of Frank Wilson, from 
an outline placed on the blackboard. 

4 and 5. Written work suggested by this story. 



150 



Numbers 

Second Grade 

Brief outline of the year's work. 

Review of first year's work. 

Expression. Reading and w^riting numbers to 1,000. 
Roman numbers to XII. (Telling time by hours and half 
hours. Signs, t, , =, X, -^, $. 

Counting. Counting by twos and threes to 20, by ones 
and tens to 100. 

Adding and subtracting. The fourty-five combinations, 
including the corresponding facts in subtraction. Review 
for quick work the combinations and separations through 
12. Develop and drill upon for quick work those between 
1 2 and 1 8. Drill until the combinations can be given at 
sight. Drill on the tables of edings, as: 

4 14 24 54 74 
+2 +2 +2 +2 +2 



9 


19 


29 


69 


79 


+3 


+ 3 


+ 3 


+ 3 


^ 3 



Adding columns of three or four, one figure numbers 
during first half of second year; later, such problems as: 
23 31 30 132 

+39 42 33 227 

— 22 22 342 

34 13 135 . 
24 

Simple work in subtraction. The last half of the year 
teach subtraction, taking from the next higher order. 
Multiplication and division. The emphasis is placed on 
addition and subtraction. The tables of twos, threes and 
fives, fours to 6X4, tens to 10X10. . 



151 

Measures. Continue the use of the first year meas- 
ures. Also use gallon, peck, bushel, pound, half-pound, 
thermometer, clock, (hours and half-hours). 

Forms. Continued use, especially for comparison 
work and for judgment training. 

Construction work. Continue meeting problems 
through paper cutting, paper folding, cardboard work, etc. 

Fractions. Halves, fourths, thirds, fifths as suggested 
in first year. 

Problems related to child life and needs. 

Helps. See list given in First Grade Numbers. 

Games and their use in teaching numbers. See The 
Kansas School Magazine, February, 1912; also The Inter- 
state Schoolman, July, 1910. 

SEPTEMBER 

First Week 

Counting by twos, objects, as, sticks, cubes, children, 
etc.) Place on the blackboard a triangle of twos. Lead to 
such statements, as, 2+2+2, 3X2, 3X3, 2X3, 2+2+2+2, 
4X2, etc. 

Problems, using the above, buying 2-cent stamps, 
counting blocks by twos, squares in a rectangle two inches 
by ten inches, etc. See Smith's Primary Arithmetic page 
1 6; Myers and Brooks, page 1 . 

Review combinations and separations through 8. See 
the first eleven pages of Stone-Millis* Primary Arithmetic. 

See how far the children can read and write numbers. 
Test finding and reading pages in books. 

Second Week 

Continue the work on twos. 

Simple work with halves and fourths, parts of objects. 
See Smith's Arithmetic, pages 1 7 and 1 8. 



152 

Combinations and separations through 10. Atten- 
tion to doubles, as: 4 5 8 

4 5 8 etc. 

See Stone-MiUis' Arithmetic, pages 1 5 to 19. 

Third M^eek 

Counting by threes. Making pens and counting sticks 
used, counting parts of clover leaves, corners in tri- 
angles, etc. See Myers and Brooks, page I . Place on the 
blackboard a triangle of threes. See Smith, page 15. 

Drills in addition and subtraction through 12. See 
Myers and Brooks, page 1 1 . 

Problems, using material in which children are inter- 
ested. Money, liquid measure, heighth of children, reach, 
etc. See Smith's Primary Arithmetic, pages 26 to 31. 

Fourth Week 

Continue the work on threes. Simple work w^ith 
thirds. Ratio work, comparing blocks, two by two, two by 
four and two by eight. See Smith, pages 19 and 24. 
Division of objects into three equal parts. Use of one- 
third, two-thirds, three-thirds. 

Special attention to separations through 12. See pages 
18 and 19 of Stone-Millis. Use game, throwing bean bags 
into circles, 3, 6 and 9; three trials. Keep score. 

OCTOBER 

Fifth Week 

Review, counting by twos and threes. Count and write 
rapidly. 2 

2 2 
2 2 2 
2 2 2 1, etc., to ten twos. 



153 

Tell the number of twos in each column, and the sum. 
Change to 1 X2 

2X2 
3X3, etc. 

With blackboard pictures, plan a sale of toys, all at 
one-half of marked price. Children tell price or one-third 
of marked price when reviewing the threes. 

Review the threes in the same way. Use of one-half 
and one-third. 

Review combinations and separations through 12. 

Sixth Week 

Counting by tens. Show sticks in bundles of tens. 
Count 1 ten, 2 tens, 3 tens, 4 tens, etc., ten, twenty, thirty, 
fourty, etc. Count groups of blocks by tens. 

Count and write 1 

10 10 

10 10 10 

10 10 10 10 

10 10 10 10 10 

Problems, as. Here are five packages of envelopes, 

(flower seeds), ten envelops in each package. How many? 

Quick work, as: 2 2 tens 20 40 60 

3 3 tens 30 30 30, etc. 

Use money, dimes and nickels, in practical problems. 

Seventh Week 

Teach from drawings, folded paper, blocks and bun- 
dles of sticks, one-half of 1 0, one-half of 1 tens, one-half 
of 100 cents. With the bundles of sticks before the chil- 
dren when needed, review reading and writing numbers 
through 100. See page 20 of Stone-Millis. Do the chil- 
dren know what will be the next page after 49, 69, 79, etc- 



134 

Quick work m addition and subtraction through 12. In 
addition add four numbers, as: 2 6 

3 2 

4 2 
I 2 

To be read 5 and 5=10, 8 and 4=12. Use some game, 
bean bag or ring-toss, and let each child have an oppor- 
tunity to score four times. Drill "Playing Fireman*, page 
1 I of Stone-Millis. 

Review twos and threes. Have a number ot toys on 
table (paper and real toys). A price list on blackboard 
showing the worth of the toy in pins, as, pin-wheels, 5 pins; 
seed basket, 4 pins, etc. Find prices for two of each of 
the toys; for three, etc Continue work on use of tens. See 
problems and exercises suggested in Smith's Primary Arith- 
metic, pages il to 34. Combinations and separations 
through I 3. .After finding the sum of two numbers, think 
of it as 10 and another number, as: 

9 Q 

-6 4 

13=10 and 3 13=10^3 

*1 am thinking of two numbers whose sum is 12; guess 
what they are." "1 am thinking of one of what four groups." 

6 8 7 9 

6 4 3 3 
Give two numbers whose sum is I 3. etc. 

Novi:>ini:H 

Ninth Week 
Review reading and writing numbers to 100. .Add 10 
as: 20 30 70 

-10 ^10 ^10 etc. 



155 

With bundles and without, subtract: 

5 5 tens 50 70 90 

-2 -2 tens -20 -30 -30 etc. ^ 

Multiply rapidly: 2 2 tens 20 10 10 

/2 X2 X 2 X 2 X 3 etc. 

Practical problems. A bat cost 10 cents, a ball 20 cents. 
What do both cost? See Stone-Millis, pages 29 and 30. 
Review combinations and separations. Game, bean bag; 
keeping score. See Smith's Arithmetic, page 37. 

Tenth Week 

A complete review of term's work. Drill on combi- 
nations and separations through 1 3, using two and four 
numbers. Begin work on teaching the tables of ending. 

4 14 24 74 94 

3 3 3 3 3 etc. 

Make cards for this drill, as suggested in Harris' Journeys 
in Numberland. Any combinations where the units 
column does not equal ten. 

Eleventh Week 

The use of the thermometer, another measure; mer- 
cury, heat, cold, zero, freezing point. How warm should 
the room be kept? Place on blackboard a large picture of 
a thermometer. Place the thermometer outside the win- 
dow and take the temperature each morning for a week, 
two weeks, etc. Note the coldest morning, warmest morn- 
ing. Learn to read the thermometer. Begin with zero 
and name the number at each mark up to 30. Count by 
twos to 30, etc. See Myer and Brook's Elementary Arith- 
metic, page 3. Continue drill on combinations and sepa- 
rations through 1 3. Also tables of endings. 



136 

4 14 24 44 64 

4 4 4 4 4 etc. 



5 15 85 

3 3 3 



Twelfth Week 

Continue work using the thermometer. Through use 
of cardboard, paper, strings, etc., construct a thermometer. 
See Myers-Brook's Hand Book. Drills through 14, and 
table of endings, using 9, as: 5 15 25 

4 4 4 etc. 

Review the tens, using the game, ring-toss. Find the cost 

of filling a Thanksgiving basket. 

DECEMBER 

Thirteenth M'eek 

Review of twos through the study of the measures, 
pints, quarts and cups. Have a number of the measures 
ready for use. On water color paper place a picture of 
two pint measures and one quart; also tw^o cups and a pint. 
These should also be sketched on the blackboard. Review^ 
names of measures; use of the measures. Test and report 
the number of pints of w^ater required to fill a quart meas- 
ure. Begin with simple problems, as, one pint of milk is 
one-half of — quart of milk; one — of milk is one-half of 
one quart of milk. Use the problems suggested in Meyers- 
Brook's Arithmetic, pages 4 and 5, and others similar. 
Drills through 15, using two and four numbers, as: 

8 4 

7 4 

- 5 

15 2 

15 



157 

Tables of endings using 10, as: 5 45 

5 5 

Explain with sticks the grouping of ten. 

Fourteenth Week 

Exercises in adding, subtracting, multiplying and divid- 
ing. Sketch on blackboard a picture of a portion of a 
grocery store. Show price list, as, rice, 8 cents a pound; 
nuts, 20 cents a pound, etc. Find regular prices at the 
city grocery. Let the children find the cost of 2 pounds 
of rice or nuts, etc.; one-half pound, etc. The cost of 1 
pound of rice and 1 pound of nuts, etc. Use number 
cards, and review combinations and separations through 
15. Use toy money, 5 cents, 10 cents, 25 cents or a quar- 
ter of a dollar. 

Fifteenth Week 

Find the cost to purchase and trim a small Christmas 
tree. Get prices of trees, tinsel per yard, ornaments, can- 
dles, etc. Show the pieces of money needed to pay for it. 
Place on blackboard list of Christmas toys, also prices of 
each. Children select two they wish and give price or 
sum, etc. The night before Christmas all toys sold at one- 
third of marked the price. Children read rapidly and tell 
prices. Tables of endings, using 1 I. 

Sixteenth Week 

Quick work, making use of the combinations used in 
fifteenth week's work. Also quick work on problems sim- 
ilar to those on page 6 and one-half of 7 of Myers-Brook*s 
Arithmetic; also 11 and 12. Use of yard, three feet, 
reviewing the threes. Problems similar to those on last 
half of page 7, Myers-Brooks. Begin work in addition, 
using two columns. 



158 



23 


42 


29 


35 


61 


33 


23 


34 


32 


50 


60 


44 


27 


44 


42 


25 















— 


3 


30 etc. 



Children add rapidly. See Smith's Primary Arithmetic, 
page 39. 

JANUARY 

Seventeenth Week 

Reading and writing numbers to 500. Numbers on 
houses, pages in books, numbers on doors of public build- 
ings. Table of endings, using 12. Review dozen, half- 
dozen, foot, half-foot. Problems making use of 3 times and 
one-third. See last half of page 7, Myers-Brooks; also 
First Journeys in Numberland, page 94. Continue work in 
addition and subtraction. 

13 26 98 89 65 
21 42 -73 -46 -52 

14 II 

10 10 



Eighteenth Week 

Drill on the threes. Compare a group of three objects, 
with groups of six, twelve, fifteen, etc. Quick work, using 
one-third. Count by threes from to 36, I to, 37, etc. 
Problems, making use of the above. See Myers-Brooks, 
pages 8, 9 and 10. Continue work in addition and sub- 
traction. Bean bag game. See Stone-Millis', Primary 
Arithmetic, page 59. 

Nineteenth Week 

Many practical problems, making use of the twos and 
the threes, also the tens. Games. Keep score. Multiply 
score by two or by three. Complete work similar to that 
given on pages I 1 and 12 of Myers-Brooks. One-half of 6, 
one-half of 60, one-third of 6, one-third of 60, etc. 



159 
T\i»rentieth Week 

A general review. 

FEBRUARY 

Twenty-first Week— Twenty-second Week 

Reading and writing numbers to 1 ,000, See Smith's 
Primary Arithmetic, pages 51, 52 and 53. Combinations 
and separations through 1 6. Tables of endings, using 1 3 
and numbers less. Construction work. A cardboard 
house. Through this lead the children to meet just as 
many problems as possible, as, 4+8+4+8, the perimeter of 
the house, etc. Use the problems suggested in Myers- 
Brooks, page 13. 

T>i;^enty-third Week 

Continue addition, as: 



2 
3 


20 
30 


22 
33 


200 6 60 600 
300 3 30 300 




7 
-4 


70 
-40 


77 700 
-44 -400 etc. 



Judgment training, comparing lengths of lines. See Brooks- 
Myers, pages 14 and 15. First give work from the black- 
board similar to that suggested in the book. 

Tw^enty-fourth Week 

Construction work, making a box from a paper, 1 2 
inches square. Emphasize such number points as one-half 
of 1 2 inches, one-fourth of 1 2 inches; oblongs, six by 
twelve, three by twelve, three by six; squares three by 
three; number of three-inch squares in the paper twelve 
by twelve; number of one-inch squares. Go from this to a 
study of surface, as given on pages I 6 and I 7 of Myers- 



160 

Brooks. Five minute drills, daily, reading and writing 
numbers or adding and subtracting. Use columns of one, 
two and three figures. Use games to suggest a motive for 
adding. 

MARCH 

TM^enty-fifth M^eek 

Problems. How many square inches of paper will be 
required for papering the little cardboard house (twenty- 
first week). Construction work. A twelve-inch ruler, mark 
inches, half inches and quarter inches. See Myers-Brooks, 
pages 18 and 19. Measure room, blackboards, doors, 
desks, etc. Add rapidly: 

10 100 110 111 

20 200 220 222 

30 300 330 332 



Fix units, tens, hundreds. Continue drills. 

Tw^enty-sixth Week 

Playing store. Use "make believe money." Have 
placed on the blackboard the following list: 

Tablets 5c. Rules 3c 

Erasers 2c. Ink 9c. 

Pencils 4c. Writing speller .... 5c. 

Pens 8c. Penholders 6c. 

Buy a tablet and an eraser. Show the money that will pay 

for them, etc. Problems, as: 2 inches 

4 inches 
4 inches 



— inches — how much less than one foot, etc.; also yards, 
change to feet, etc. See Stone-Millis, pages 36 and 37. 
Drills. 



161 
T\i;^enty-seveiith Week 

See how much the children know of the tables 
fours and fives. See page 2, Myers-Brooks. Review cups, 
pints and quarts See thirteenth week's work. Teach use 
of gallon and half gallon, and compare with the smaller 
measures. See Myers-Brooks, pages 20 and 2 1 ; Smith, 
pages 60 and 61. Drills (five minutes each day). Chil- 
dren should now know all the forty-five combinations and 
add and subtract rapidly. 

T>^enty-ei^hth Week 

Reading and writing numbers. Note numbers on 
houses, automobiles, etc. Use toy money in connection 
with use of liquid measures. Acquaint the children with 
the dry measures, pecks and quarts. See First Journeys in 
Numberland, pages 132 and 133. Make a list of articles 
measured by the above measures. Drills. 

APRIL 

TM^enty-ninth Week 

Show bushel measure. For problems see Myers- 
Brooks, pages 22 and 23. Simplify these problems, picture 
them, lead the children to make problems concerning arti- 
cles used in their homes measured by dry measure. 
Arrange the fours in table form to 6X4. Money. See 
that the children know penny, nickel, dime, quarter, half- 
dollar and dollar. Continue drills on combinations and 
tables of endings. 

Thirtieth Week 

Problems using money, and showing comparative 
value of the different pieces below $1.00. See Myers- 
Brooks, pages 28 and 29. Arrange in table form the table 



162 

of the fives. Drill. Use of one-fifth. Find prices of 
flowers at the greenhouse and make problems; violets, 
tulips, daffodils. 

Thirty-first Week 

Drill on the fives, comparing a group of five with 
groups of ten, fifteen, twenty, etc. See Myers-Brooks, 
pages 32 and 33. Review money. For drills, see page 38 
of Myers-Brooks. Use of tw^os, threes, one-half, one-third, 
one-tenth. Review reading and writing numbers. 

Thirty-second Week 

Use of weights. Use scales, and weigh various articles, 
teaching pound, half-pound and ounce. Later use prob- 
lems requiring weight and money. The children should 
become familiar with the weights, use and comparative 
values through experience in weighing various articles. 
See First Journeys in Numberland, pages 122 and 123. 
Simple w^ork introducing subtraction when it is necessary to 
take from the next higher order, as: 31 63 

- 9 - 7 

Explain by use of sticks tied in bundles of tens. 

MAY 

Thirty-third Week 

Continue use of weights. See Mysers and Brooks, 
pages 26 and 27. Continue the new work in subtraction. 
Use problems in w^hich little children will be interested; 

pounds of raisins, candy, etc. Continue review of 

combinations and separations. 



163 

Thirty-fourth Week 

Teach Roman numbers to XII, through use of the 
clock. Draw the face of a clock and fasten to the center 
two movable hands. Teach time by hours and half-hours. 
Review the table of fives. See Myers-Brooks, page 3 1 . 
See First Journeys in Numberland, pages 87 to 91, also 
page I I 2. Review work in reading and writing numbers 
and in addition, using one, two and three columns of fig- 
ures. 

Thirty-mth Week 

A good review of subtraction. Simple, as: 
9 49 68 879 

-4 - 4 -34 -633 



and more difficult, as: 21 46 

- 8 - 7 

Drills on fives and fours to 6X4, as given in Myers-Brooks, 
page 39. Also one-fourth and one-fifth. Problems, review- 
ing the work with clock, and other measures as given on 
pages 34 and 35 of same book. 

Thirty-sixth Week 

Continue the review. See Myers-Brooks, pages 36 and 
37. The children should now be familiar with all the 
work given in brief outline at the beginning of second year 
numbers. 



164 



Nature Study and Lan^ua^e 

Third Grade 

Helpful books. See second grade list. 

Sarah Arnold's Waymarks for Teachers. 

Alice Cooleys Teachers Language Manual, No. II. 

Alice Cooley's Language chart, No. II. 

Alice Cooley's Teacher's Language Manual, No. I. 

Maurice Noel's Buz, or The Life and Adventures of a 
Honey Bee. 

Perdue and Griswold, Language Through Literature 
and Art. 

SEPTEMBER 

First Week 

1 . Picture. Autumn flowers, clover, thistle, golden- 
rod, asters, sunflower, nasturtium, milkweed, Indian corn* 
Teacher bring to class flowers represented by the picture, 
or take an outdoor trip to see how many of these can be 
found. Lead the children to name all the plants, give 
color, group all having the same color. Make complete 
statements. Attention to the use of do, does and did. 
Begin a blackboard list of autumn wild flowers and garden 
flowers as children name. 

2. Review the seasons, writing names on the black- 
board. Lead the children to name the months in each 
season. Children make and write statements about the 
same, as, September, October and November are autumn 
months, etc. Lead the children to suggest signs for each 
season. 

3. From the various flowers and plants that have 
been brought to the class, review the parts (root, stem. 



165 

leaves and flowers) and help children to find the parts of 
the flowers and discover what they can in regard to the 
work of each, calyx, corrolla, stamens and pistil, seedbox, 
as, great work of the plant, ripening the seeds, why, etc. 

4 and 5. Tell the true story of the flower and the bee. 
Children note and report the flowers visited by bees or 
butterflies; what the bee takes from the flowers, use; the 
butterfly, use; the great service rendered the plant by bees 
and butterflies; service rendered bee and butterfly by plant. 

Second Week 

1 and 2. Conversation and observation. The sun- 
flower (have a large supply of specimens). Disc flowers 
and ray flowers; work of each. Note soil and places of 
growth, etc. Children make a drawing of the plant, show- 
ing shape of root, stem and leaves. After collecting all the 
material the children can about the sunflower, help them 
to give a good, oral description. 

3. The thistle. Flower and fruit; involucre (compare 
with sunflower); stem; roots; where found. Give children 
some questions to answer that will require outdoor obser- 
vation of plant, as. Why does the thistle blossom open 
only in bright sunshine? (to protect the nectar from dew and 
rain). What insect is oftenest found near the thistle, etc. 
Does the thistle blossom the first year? 

4. A good, oral description of the thistle. Drawings 
of parts may be made. Children should be able to write 
from dictation simple sentences, as, The thistle wears pric- 
kles so that people and animals will not touch it. Its sweet 
perfume attracts the bumblebee. 

5. Story for reproduction, How a Thistle Saved Scot- 
land. See Crane's Third Reader, page 142. Use map, 
and point out places mentioned. This story is short and 
can easily be told, remembered and reproduced in one les- 



166 

son. This is a good story for the children to attempt to 
reproduce in writing. 

Third Week 

1 and 2. Story for reproduction. Story of the Thistle. 
This should be pictured on the blackboard by the teacher, 
as she tells the story. This story divides easily into para- 
graphs. Oral and written reproductions both should be 
given. Writing one of the paragraphs will be all that is 
necessary. 

3. Poem to be studied, The Thistle Flower, by Alice 
Gary. Attention to the meaning of "gray end, ragged 
sleeves," "tender tear-drops," etc. 

4. Reproduce the thoughts in the poem previously 
studied. 

5. Plan exercise growing out of the three weeks' 
work that will require the correct use of has been, has had, 
have been, do, does, did, each, every, all, both, several, as: 
Tell what each and every fruit (of the flowers studied) has 
been. What (speaking of two) both flowers have. What 
each plant does, etc. Compare statements. 

Fourth Week 

1 . Conversation and observation. The dandelion. 

2. Poem for study. The Dandelion Cycle, by Emilie 
Poulsson. Have this placed on the blackboard that the 
children may copy it at the close of the recitation, noting 
capitals and marks of punctuation. 

3. Children write from dictation. The Dandelion 
Cycle. Fix in mind: begin each line of poetry with a cap- 
ital letter. 

4 and 5. Read to the children Lowell's poem, To the 
Dandelion, and help them to memorize the following quo- 
tation from it: 



167 

"Dear common flower, that growest beside the way, 
Fringing the dusty road with harmless gold. 

First pledged of blithesome May, 

Which children pluck and, full of pride, uphold. 
Thou art more dear to me 

Than all the prouder summer blooms may be." 

OCTOBER 

Fifth Week 

1 and 2. A review of the first four weeks' work. Pic- 
tures studied; autumn flowers; poems; stories; names of 
months and seasons; rules for capitals. 

3. Story for reproduction, The Story of Persephone, 
from Bailey's For the Children's Hour. Divide the story 
into topics or paragraphs as it is reproduced. 

4. A review of the story. Teacher and children write 
one paragraph. Note capitals, margins, indentations and 
punctuation marks — quotation marks especially. 

5. Poem, When the Woods Turn Brown, by Lucy 
Larcom. Children commit the last stanza. 

Sixth Week 

Special study of fruits. 

1 . Teacher and pupils bring to the class a collection 
of fruits. Write on the blackboard a list of all the fruits the 
children can name; also edible roots and stems of grains 
and grasses. See Sarah Arnold's Waymarks for Teachers. 

2. Fleshy fruits. Classify into pomes, stone fruits and 
berries. Show fruits and write lists under each. Teach 
the rule for the use of the comma after words in a series, 
and dictate for the children to write such sentences as. 
Tomatoes, grapes and oranges are berries, etc. 

3. Review fleshy fruits and dictate one or two sen- 
tences to review rule for the use of the comma. 



168 

4. Dry fruits. Illustrate and classify into akenes, 
nuts and cones. Write lists under each classification. 

5. Lead the children to give a simple description of 
the pineapple or some other tropical fruit. Lse some sim- 
ple outline. See Chamberlain's How We Are Fed. 

a. Where it grows. 

b. How it grows. 

c. How and by whom cultivated. 
J. How^ prepared for market. 

e. To what parts of the country shipped. 

Seventh Week 

1 . A general review of fruits, flesh}' and dry, noting 
divisions under each. 

2. Simple exercises that will illustrate correct use of 
become and became, and will review use of comma to sep- 
arate words in a series. 

3. Elxercises that will illustrate the correct use of grew, 
grow, growm, with a simple rule (the children will make) 
for each. Give the children an opportunity to apply this 
rule many times. 

4. Review the stor^^ of Pense. First Year Geogra- 
phy, from Jane Andrews' Seven Little Sisters, the tea plant 
and tea raising. Tell how to make a cup of tea. Make a 
cup of tea. Children give name of the tea used in their 
own home, and the place from which it is shipped. 

Picture study, Harvest of Tea. 

Eighth Week 

See Scientific American, volume II, pages 349, 357, 
358, November 1904. 

1 . The tea plant. How it grows and how it looks 
(pictures). Soak the tea leaves and make a sketch. Write 
(if time) a paragraph describing the tea plant. 



169 

2. The tea fields and their use. See Manual, also 
Aunt Martha's Corner Cupboard. 

3. Preparation for use. 

4. Shipping. See The Carrying Trade, in Stories 
Mother Nature Told, by Jane Andrews. 

5. A few facts about green and black tea and a re -tell- 
ing of the complete story of Tea. 

NOVEMBER 

Ninth Week 

I . Teach the use of quotation marks, and dictate a 
paragraph suggested by the lessons on tea. Place on 
blackboard words the children cannot spell. The tea 
merchant said, "Every cup of tea we drink is made from 
leaves that have been handled many times by men, women 
and children." 

2. Teach the meaning of annually, consumes, every 
and each, and copy from the blackboard the following 
paragraph, substituting annually for each year, and con- 
sumes for uses: Each year the world uses more than 
twenty-five million pounds of tea, etc. See Cooley's Second 
Manual, page 65. 

3. Write sentences on the blackboard to be completed 
by the children; these sentences to be suggested by the 

lessons on tea. I visited . I have often watched . 

My father has visited the . Father and I have visited 

. Lead the children to see that the form used after 

the word have, had, is, are, etc., usually ends in ed. 

4. Simple work in letter writing. Review parts of a 
letter. Study from the blackboard the beginning and clos- 
ing of a letter and then copy. See Elements of Composi- 
tion, Southward and Goddard. See First Steps in English, 
by Bartlett. 



170 

5. Writing a letter to a friend, telling what has been 
learned about tea. The teacher may write on the black- 
board and the children on paper as the letter is composed. 
Teacher's questions should direct the arrangement of the 
letter. 

Tenth Week 

A general review of the term's work. 
Fruits. Classifications. 
Tea. 

Quotation marks. 

Verb forms, 1 have, he has, 1 am, he is, we have, see, 
saw, seen. 

Homonyms, two, to; our, hour; there, their. 
Use of comma. 

Eleventh Week 

Robinson Crusoe. See First Steps in English Compo- 
sition, by H. C. Peterson. 

1 . Paragraphing. 

a. Robinson Crusoe's boyhood. 

b. His home. 

c. Parents. See Cooley, book II, pages 69 and 70, 
for suggested thoughts in each paragraph; also Lida McMur- 
ry's Robinson Crusoe Reader. Tell this to the pupils and 
lead them to reproduce orally. Note meaning of lazy, indo- 
lent, idle, listless. 

2. Review; leading the children to reproduce in par- 
agraphs. Teacher and children write one of these para- 
graphs. Attention to statements, questions, exclamations, 
use of comma, etc. 

3. Read in class the other two paragraphs w^hich the 
children have written at home. Present for reproduction. 
The Youth Leaving Home. For home work let the chil- 
dren draw a series of pictures illustrating the incidents in 
today's lesson. 



171 

4 and 5. Give to the children to study for dictation, 
"Satan finds some mischief for idle hands to do;" also, 
"Honor thy father and thy mother". Present The Ship- 
wreck, and have reproduced as a paragraph. Begin writ- 
ing this paragraph and complete, for home work. 

Twelfth Week 

1. Have some of the paragraphs read, and others 
written on the blackboard to be corrected by the class. 
Tell of the night in the new home, and study for reproduc- 
tion. Morning Discoveries. The children may write this 
paragraph for home or seat work. 

2 and 3. To show man's dependence upon his sur- 
roundings; lead the children to make a list of what nature 
furnished Robinson Crusoe; of what he made out of what 
nature furnished him, and how he made them: first, 
bed, cave, cabin, fence, ladder, dishes, flour mill, alma- 
nac, sun dial, lamp, baskets, boat, clothing, umbrella, char- 
coal, chair, table, etc. For home or seat work let each 
child take a different topic telling how Robinson made it. 

4 and 5. Review kinds of sentences, comma after 
words in a series. Teach use of comma in direct address. 
Teach use of may and can. 

DECEMBER 

Thirteenth Week 

1 . Application of the new rule, comma after the name 
of person addressed, in sentences expressing a command. 
Let sentences be given showing commands that Robinson 
Crusoe might have given Friday or some of his animals. 
In each sentence children should name the one addressed 
and tell where they have placed the comma. 

2. Use of may and can, might and should. Make it 
a play exercise, giving the children many opportunities to 



172 

ask permission or to question, if able or capable of doing, 
^ee Sarah Arnold's Waymarks for Teachers, the chapter 
on Word Forms. Also Myra King's Language Games. 

3. Study with the children and read to them Wm. 
Cowpei's, Robinson Crusoe on His Island. Acquaint the 
children with such words as survey, dispute, fowl, brute, 
humanity, reach, beast, lair, season of rest, repair, mercy, 
afflictions, grace, reconciles. 

4. Re-read the poem studied yesterday, and lead the 
children to reproduce the thoughts. Close with an exer- 
cise on word forms, teaching use of between and among, 
and reviewing use of may, can, might and could. 

5. Dictate to the children a simple paragraph, sug- 
gested by the study of Robinson Crusoe, and correct in 
the class. Make use in this of statements, questions, excla- 
mations and commands; comma after the name in direct 
address, may or can, might or should, between or among. 

Fourteenth Week 

1. Story for reproduction, Christmas in Germany. 
See Christmas in Other Lands, by Alice Cooley, published 
by Ainsworth & Co., Chicago. Show the country on the 
map. Word study. Simple, forests, fir trees, church yard, 
provide, sweet-meats, humble home, family circle, sacredly, 
etc. See that the children can pronounce them and are 
familiar with their meaning before the story is told. 

2. Have the topics for the paragraphs written on the 
blackboard and lead the children to reproduce the story 
in paragraphs. Introduction, the day before, the night. 
When the children can reproduce this orally, assign each 
one paragraph to w^rite for home w^ork. The children 
should be encouraged to take the lead in working out the 
outline and arranging the story. 

3. Christmas in Norway. A story in verse for repro- 



173 

duction. The Sparrows, by Celia Thaxter. Teach the 
pronunciation and meaning of the difficult words. See 
Art Literature Readers, book III; also Cooley, book II. 

4. Review the words and read the poem to the chil- 
dren, leading them by definite questions to reproduce the 
story. Then arrange topics and reproduce the complete 
story. 

5. From the children's reading lesson lead them to 
give the topics of each paragraph, i. e., tell what each is 
about. Lead them to see how each part is so written as to 
stand out by itself. 

Fifteenth Week 

1 . Story for reproduction, Christmas for Louise, from 
Jane Andrew's Seven Little Sisters. This story is a review 
and can be easily used for paragraph work in the class. 
This also illustrates a Christmas in Germany. 

2. Have the children write one of these paragraphs 
on the blackboard. 

3. Christmas in France, as told in the poem, Piccola. 
Pronunciation and meaning of difficult words. See Cooley, 

book II. 

4. Review words and read the poem. Show France 
on the map. Lead the children to reproduce the story. 

5. Study and read Phillips Brook's Christmas Every- 
where. 

Sixteenth Week 

1 . Re-read the poem just studied and begin to mem- 
orize. 

2. Study for reproduction. The Christmas Message, 
from Jane Andrew's Each and All. Study difficult words 
and phrases, and continue the memory work on the poem. 

3. Tell the story begun yesterday and lead the chil- 
dren to reproduce. 



174 

4. Write and correct in class a paragraph taken from 
yesterday s story. 

3. Complete the memorizing of the poem, Christmas 
Everywhere. Also teach a good Christmas quotation. 

JANUARY 

Seventeenth Week 

1 . Conversation. Picture study, Longfellow and his 
children. Perry pictures, No. 1 9, and The Children's Hour. 
See Ladies' Home Journal, 1898. Grave Alice and Laugh- 
ing Allegra, and Edith with Golden Hair. 

2. Picture studj* continued. Longfellow's Birthplace; 
The Longfellow House; Longfellow's Study; Longfel- 
low's Children. See Cyr's Second Reader. Tell and lead 
the children to reproduce the stories of Longfellow's birth- 
place and the Longfellow house. 

3. Story for reproduction, Longfellow's Children. See 
Cjr's Second Reader. Also Cooley's Manual II. At the 
close of the recitation read to the children The Children's 
Hour. 

4. Stories for reproduction, Longfellow's Study. See 
Cyr's Second Reader. 

5. Review the week's work. Give special emphasis 
to capital letters and marks of possession in the waiting of 
some one paragraph suggested by the week's work. 

Eighteenth Week 

1 . Picture study, The Village Blacksmith. See Ladies' 
Home Journal, 1898. Read and teach the difficult words 
in the poem, TTie Village Blacksmith. 

2. Read the poem to the children and help them 
commit one stanza. Children to be prepared to wTite this 
from dictation for the follow^ing recitation. 



175 

3. Picture and story of The Arm Chair. See Cyr's 
Second Reader and Cooley*s Manual, No. II. 

4. Poem, From My Arm Chair. Read and teach the 
hard words and phrases. 

5. Read the poem, helping the children to get the 

meaning and leading them to reproduce the thoughts in 

the poem. Get the following Perry pictures and make a 

Longfellow poster: His Birthplace; His Arm Chair; His 

Home, Portland; Statue; Portland; His Home, Cambridge; 

The Wayside Inn; His Daughters; Evangeline. Also copy 

on this poster quotations from some of his poems familiar 

to the children. 

Nineteenth Week 

1 . Study and memorize, Often I Think of that Beauti- 
ful Town, etc. Longfellow's description of his home by 

the sea. 

2 and 3. Simple story of Mr. Longfellow, as given in 

Cooley's Manual, No. II. Picture of Mr. Longfellow.. 

4 and 5. Poem for study. The Old Clock on the Stair, 

or The Bell of Atri. Both are narrative poems. 

Twentieth Week 

1 . Poem for study, Snowflakes, Longfellow. 

2. Review of Longfellow's poems and stories. 

3. Lmcoln. See Plan Book for January, 1908. 
Review the use of capital letters. Birthdays. Lincoln's 
early life; his parents; Kentucky home. 

4. His school (pictures). Backwoods life in Indiana. 

5. Sentence work growing out of the lessons thus 
far on Lincoln. Let these later be read and copied. 

FEBRUARY 

Twenty-first Week 

Study of Lincoln continued. See Plan Book, Month 
by Month; also Day by Day Book, 



176 

1. Stories to illustrate his strength in work and play: 
The Rail Splitter. President. Hoeing corn; deep plow- 
ing; wrestling; jumping; running and tossing the ball. 

2. Stories to illustrate his character: the sixpence* 
honesty; the birds. 

3. The Black Baby. Lincoln's interest in the slaves. 
The home in Africa. See page 327 of Plan Book. Descrip- 
tion of the people; clothing; house; w^ork; animal; the slave 
ship; slavery in the South. 

4. The war. Causes, pages 584 and 585 of Plan 
Book. Proclamation of emancipation. Slaves in certain 
parts of the country to be free. The end of the war, page 
586. Results. Lincoln's death. 

5. Famous sayings of Lincoln. See Cooley's Manual 
II, page 2 1 5. 

TM^enty-second Week 

Stories of Washington. Plan Book. 

Language proper. Use of few, many, less, much. 

1 . Have good pictures of Washington before the 
pupils. Stories of Washington as a boy. School days, 
work; playing soldier; his politeness and thoughtfulness; 
his book. Rules of Conduct. 

3. Washington's disappointment. Cooley's Manual 
II, page 210; Plan Book, 618. 

4. Washington as a surveyor and a soldier. 

5. Washington as commander and president. On the 
twenty-second of February, read to the children The 
Twenty-second of February, by Wm. Cullen Bryant. See 
Manual II, page 218. 

TM^enty-third Week 

Continue the study of Washington. 

Language proper. Study abbreviations. Sentence 
work, using forms of learn and teach. 



177 

1 . Review of the stories of Washington. 

2. Washington's monument. Show picture. For 
description see page 622 of Plan Book. 

3. Teach the salute to the flag. 

"We give our heads, and our hearts to God and our 
countryl One country; one language; one flag"! 

Tell the story of A Flag Heroine, Barbara Fritchie. The 
children may dramatize this. See Plan Book, page 592. 

4. Tell the story of A Flag Hero, Colonel Ellsworth, 
the brave soldier, who ^ave up his life to place our flag 
high above the soldiers, that they might not give it up. See 
Adantic Monthly, volume VIII, page 1 19, July, 1861. 

5. A written lesson. Some one of the short stories 
that the children have learned to tell well. 

Tw^enty-fourth Week 

Language proper. Review uses of capitals; abbrevia- 
tions; dates. 

1 . Words or sayings of Washington. 

2. Review the story of the first flag. The children 
should be familiar with this. See Cooley's Manual II, page 
100. Also Plan Book, page 623. 

3. Dictate a paragraph from the story of the first flag 
for the children to write. Note use of capitals, punctua- 
tion marks, indentations, margins, dates, etc. 

4 and 5. Help the children to write in paragraphs 
the story of the first flag. 

MARCH 

Twenty-fifth Week 

1 . Poem for study. Our Colors, by Laura E. Richards. 
Cooley's Manual II; also October School Herald. 

2. Write a paragraph describing our flag. Use the 
meaning of the colors given in the poem just studied. 



178 

3 and 4. Homonyms: capital, capitol; great, grate. 

Use in sentences. Give a list of adjectives to be used in 

sentences describing Lincoln or Washington, as, strong, 

hard v^orking, kind, unselfish, industrious, ambitious, brave, 

etc. 

5. An outdoor trip. Note birds and empty nests. 

Twenty-sixth Week 

A study of birds in general. Keep a list on the black- 
board, showing dates when the birds are first seen in the 
spring. Sometimes it adds more interest to place also the 
name of the child making the report. 

1 . Birds' nests. Are they all alike? All built in the 
same way? Show that there is as much difference in the 
architecture of the nests as of houses, as to form, beauty 
and skill in building; material used in building nests: wood, 
leaves, straw, cotton, mud, paper, etc. Lead the children 
to observe and report materials found. Keep a list on 
the blackboard. See Anna Thomas' First School Year. 
Also see Cooley, book II, page 116. 

2. Poem, Bird Trades. Anna Thomas' First School 
Year. 

3. The hen. Description: size, color, covering, 
food (winter and summer), where she finds it. How she 
gets worms or seeds out of ground. So-called a scratcher. 
Claws, blunt or sharp, long or short. Why? Bill, adapted 
to food. Teeth? Eyes. Where, color. Manner of drink- 
ing. Why raise her head? How does the hen walk? 
Toes. How many toes? Sleeping place. How does the 
hen protect herself from rain? (oil). Where does she get 
the oil? How? How does she keep her feathers clean? 
Nest. How and by whom made? Her language, when 
an egg is laid; when calling her little chicks; when she 



179 

scolds; when she is afraid. Use. Cooley, book II, 
page 113. 

4. Continue the study of the hen. Poem, The Chick- 
en's Mistake, by Phoebe Cary. See Cooley, book II, 
page 129. 

5. Sentence work. Use of lay, lain, laid, it, its, they, 
their. 

T\irenty-seventh Week 

1 and 2. Story for reproduction, Coming and Going, 
by Henry Ward Beecher, in Norwood. See Cooley's Man- 
ual II, page 119. 

3 and 4. The structure of birds; showing parts. Use 
mounted specimens, good pictures, etc. Cooley, page 1 20. 
Stickney and Hoffman's Bird World. 

5. Review and study homonyms, there, their; soar, 
sore; choir, quire. 

Twenty-eighth Week 

Use pictures and mounted specimens from the museum. 
The Nature Study Publishing Co., in Chicago, furnish good 
colored pictures. 

1 and 2. Study the pigeon. See Cooley's Manual II, 
page 1 24. Color and size. Beak. Tail. Feet. Food. 
Nest. Care of young. Disposition, habits and song. Use 
Encourage the children to try to imitate the songs. See 
Neltje Blanchan's Birds Every Child Should Know. 

3 and 4. Story for reproduction. The Pigeon's Nest. 
Cooley's Nanual II, page 1 1 7. 

5. Sentence work and writing of a short paragraph. 

APRIL 

T^v^enty-ninth Week 

See Neltje Blanchan's Birds Every Child Should Know. 



180 

1 and 2. Study the red-headed woodpecker. Show 
mounted specimens and pictures. 

a. Size of bird; length. 

b. Color; head, neck, back, wings, tail, underparts. 

c. Beak; shape, use. 

J Tongue; size and use. 
e. Feet, toes; position; climber. 

/. Nest; when; how made; how lined; number of 
eggs; color. 
g. Food. 
h Disposition. 
/. When migrate; how^ and when travel. 

3. An outdoor lesson. Find out why they are some- 
times spoken of as the "laughing family," "tree trappers," 
"ground cleaners;" use of still tail feather; position w^hen 

pecking a hole in the tree or stump, etc. 

4. Story for reproduction, A Woodpecker Family, 
from Seaside and Wayside, No. 3. 

5. Story for reproduction, The Origin of the Wood- 
pecker, from Cook's Nature Myths. 

Thirtieth Week 

1 . Oral reproduction of the story told in previous les- 
son. Write one paragraph from the story. 

2. Sentence work. Use of fly, flew, flown; go, went, 
gone. 

3 and 4. The blue bird. See Cooley's Manual II; 
Stickney and Hoffman's Bird World and Anna Thomas' 
First School Year. 

5. Sentence work. Teacher dictate sentences for 
the children to write; sentences suggested by the bird study. 

Thirty-first Week 

1 . Poem to study and memorize: 



181 

"My back is blue just like the sky, 

So are my wings with which I fly; 

My breast is red, not very bright, 

And a few of my feathers you'll find are white; 

I've been here a month, my mate's come too, 

Her dress is a little lighter blue; 

We are keeping house — now don't you tell — 

In that old apple tree near the well. 

And some day soon, I hope there'll be 

Five little blue birds in that tree." 

2. The Blue Bird's Story, from Burrough's in Wake 
Robin. See also Cooley's Manual 11. 

3. The blue jay. See Stickney's and Hoffman's Bird 
World, and Cooley's book II. Show position as well as 
mounted bird, and outdoor observation. See Neltje 
Blanchan. 

4. Poem for study. Bird's Nests, Cooley's book II. 

The skylark's nest among the grass 

And waving corn is found; 
The robin's on a shady bank. 

With oak leaves strewed around. 

5. Children review the poem, and copy the stanzas 
selected by the teacher. 

Thirty-second Week 

1 and 2. The quail, or bobwhite. See Cooley's book 
II, and Stickney and Hoffman's Bird World. 

3. The Baltimore Oriole. See helps mentioned 
above. Read to the children the poem, The Oriole, by 
James Russell Lowell, or. The Oriole's Nest, by Kate Doug- 
las Wiggins, in Story Hour. 

4 and 5. Review of birds studied during the four 
weeks' work, and make comparisons. 



182 

MAY 

Thirty-third Week 

1. The bald eagle. See Cooley, book II. 

2. Story for reproduction, Old Abe. 

3. Teach use of singular possessive. Sentence work 
and dictation exercise. 

4 and 5. Review the quarter's work. See if the chil- 
dren can recognize immediately the pictures or descrip- 
tions of any of the birds studied. See that they can give 
good descriptions of any bird studied. 

Thirty-fourth Week 

1. Awakening life in seedlings. Cooley, book II. 

2. Awakening life in buds. 

3. Awakening life in roots and stems. 

4. Make a list of words that describe, growing out of 
the three previous lessons. 

5. Special study of a bulb (daffodil or hyacinth). 
Cut the bulb vertically. Find the leaves, and inside the 
leaves the perfect little flower. Why not green? When 
will it get food to make it grow? See Nature Study in 
Elementary Schools, by Mrs. Lucy L. Wilson, page 96. 

Thirty-fifth Week 

1. Poem for study, What is a Bulb? 

What is a bulb? Does anything hide 

In that little brown ball? You say, 

Yes; wonderful glory is folded inside, etc. 

2. Story for reproduction, Apple Blossoms, from 
Apple Blossoms and Other Stories, by Stanley and Taylor. 

3 and 4, Story, The Conceited Apple Branch, by 
Hans Christian Andersen. 



183 

5. Poem, Grow and Keep on Growing, from Apple 
Blossoms and Other Stories. 

Thirty-sixth Week 

Review. 

1 . Descriptive words. Sentence work. 

2. Verb forms. 

3. Contractions. Sentences illustrating use. 

4. Descriptions, oral and written. 

5. Rules for capitalization and punctuation. 



184 



Hand Work 

Third Grade 

Helpful books: 

Thompson's New Course in Drawing, book III. 

Thompson's Primary Manual. 

Prang's Text Books of Art Education, II and III. 

See first and second grade list. 

SEPTEMBER 

First Week 

1 . Water color work. Pictures suggested by Septem- 
ber that may be used for decorative work. Clover leaves 
and blossoms in color. Fall grains and grasses in black or 
gray. See what the children will suggest. 

2. Study and cut from white paper the lens. Draw 
the lens in two positions. 




3. Study some lens-shaped leaf and picture with 
brush and gray water color. Make a collection of lens- 
shaped leaves. Milkweed. 




185 

Second Week 

1 and 2, Nature study. Grasses. Brush work in 
gray. See page 2 of Thompson s book III; page 78 of 
Manual; also page 16 of Prangs Art Education, book II. 
Arrange grasses on left side of paper and picture on right. 




3, 4 and 5. Make a souvenir post card for Septem- 
ber. Decorate with some September fruit or flower, and a 
short quotation, neatly printed and traced in water colors. 

Third Week 

I, 2 and 3. Mold from clay a basket or bowl, and 
decorate with a water color border. Suggest Indian deco- 
rations. 

4 and 5. Make stencils for bowls, baskets or vases. 
On water color paper float colors, and with the stencil 
find the best space for an Indian bowl, basket or vase. 

Fourth Week 

1 and 2. Decorate with crayon or water colors the 
paper forms cut from the above stencils. 



186 

3, 4 and 5. Manual training. Make the outside cover 
for a blotter, five by three inches. Use water color paper, 
and paint a small branch containing two or three lens- 
shaped leaves. Autumn coloring. Tie to blotting paper, 
the same size, with baby ribbon to match the color of the 
leaves. 





BLOTTER 

1 



OCTOBER 

Fifth Week 

Autumn leaf penwipers. 

1 . Trace carefully around a large well shaped maple 
leaf. Use water color paper. 

2. Tint with the water colors to match the autumn 
coloring of the leaf. Get bright colored leaves. 

3 and 4. Cut out the painted leaf and from woolen 
cloth cut two leaves for each penwiper just the size of the 
painted leaf. 

5. Tie these together with baby ribbon. 

Sixth Week 

1 and 2. Water color sketch. Showing blue sky, 
green and autumn coloring in foreground. A large maple 
tree. Autumn coloring. Or float colors for autunnn leaves 
Make stencils and fit over the floated colors. This will 
make a good cover for a blotter. 

3. 4 and 5. Napkin ring (single). One color. Raffia 
over cardboard. 



187 



> 


^jj' 






Seventh Week 

1, 2, 3 and 4. Tree sketching. The children should 
learn the different characteristics of the common trees and 
attempt sketching them. Pine, poplar, oak and elm. Use 
gray water color. Study pictures, photographs and the 
trees themselves. 

5. Free-hand paper cutting. Colored paper. A 
lemon and a banana. Have objects before the pupils. 
These may be mounted on same paper, making a group 
picture. 

Eighth Week 

1 and 2. Water colors. A picture of a banana or a 
lemon. Show foreground and background. 

3, 4 and 5. A souvenir post card for October. Dec- 
orate this with a pumpkin, or a border of pumpkins, or any 
other picture containing a Halloween thought. Also a well 
printed quotation for October. 

NOVEMBER 

Ninth Week 

Let the children suggest pictures for November, as, 
pumpkins, cornstalks, grasses, etc. 

1 , 2, 3, 4 and 5. Make a November calendar and dec- 
orate with a water color picture, suggested by the month; 
bare tree, pumpkins, etc. 

Tenth Week 

I, 2, 3, 4 and 5. Paper cutting and pasting. Pilgrim 



188 

women and men cut from cardboard and dressed as sug- 
gested by Bowker, pages 31 to 35. 

Kleventh Week 

I and 2. Pencil drawing of tw^o zephyr covered balls. 
The kindergarten color balls. 

3 and 4. Water color work. Soap bubbles. Blow 
soap bubbles and paint pictures of them. 

5. Begin a souvenir post card for November. 

Twelfth Week 

I. 2 and 3. Complete the post card. Decorate with 
November apples, grasses or pumpkins, etc. Also a care- 
fully printed quotation. 

"Children gathering fruits that fall 
Think of God who gives them all." 

4 and 5. A water color picture in yellow and light 
brown. For the study use a pumpkin or a stalk of corn. 
This is to be painted on gray or brown cardboard. 

DECEMBER 

Thirteenth Week 

1,2, 3, 4 and 5. Water colors. Simple pictures sug- 
gested by December; pictures that may be used for decora- 
tive work, as bells, holly leaves and berries, mistletoe, pine 
cones, pine needles, etc. A souvenir post card for Decem- 
ber. Decorate this with pine cones or needles, holly, 
Christmas bells, etc. Some picture containing a suggestion 
of December. Also print a Christmas quotation. 

Fourteenth Week 

1, 2 and 3. Study, draw and color Japanese lanterns. 
See page 2, Ex. B. Prang's Art Education; Drawing Book 



189 

Course, book III, or paint soap bubbles as suggested in 
eleventh week. From these cut small, round lanterns. 

4 and 5. Begin the Christmas card. Sketch lightly in 
pencil on water color paper, four by five, the string for the 
lanterns and trace in gray. Paste the round lanterns as 
suggested in picture and finish them with narrow, black 
bajids above and below each lantern {water colors). 




MERRY 
CHRISTMAS 



Fifteenth Week 

1, 2 and 3. Complete the Christmas card; letter, and 
trace in color. 

4 and 5. Begin a picture frame. Make from heavy 
cardboard and wrap with lustre crochet cotton. Cut the 
cardboard to represent two squares, four inches by four 
inches, placed diagonally one across the other so as to 
show all eight corners. Wind with the thread, covering all 
but a small square in the center for the picture. Two tones 
of color may be used, as light blue and dark, or two differ- 
ent colors, as brown bordered with yellow, etc. Christmas 
pictures, as Bodenhausen*s Madonna, Raphael's Sistine, 
etc., the miniature size may be placed in these frames. 
They should be pasted on the cardboard before beginning 
to wind the thread. 



190 
Sixteenth Week 

I, 2 and 3. Complete the frame. 

4 and 5. Let the children make an original picture 
containing Christmas thoughts. This may be a poster or a 
water color picture. 

JANLAKY 

Seventeenth Week 

I, 2, 3, 4 and 5. WateY colors. Simple pictures sug- 
gested by January. Pictures that may be used for decora- 
tive work, as New Year's bells, the hour glass, the key used 
by Janus. Japanese laterns, fans and umbrellas, also make 
pretty decorations. 

Make a calendar. Use heavy weight paper, or mount- 
ing paper, deep cream color, black, brown, or some pretty 
tint; fold to represent a screen. At the top of each pannel 
in the screen paste small paper calendars for three months. 
Float colors on water color paper and select spots that will 
make pretty Japanese lanterns. On this mark circles about 
the size of a penny and cut out for lanterns. Paste one on 
each pannel of the screen and finish with black line at top 
and bottom of lantern, then with water color (gray) paint a 
string, and with another line suspend the lanterns. 

A quotation for January may be painted below the 
lantern on first pannel; for April on the second; July on 
third, and October the fourth. 

Eighteenth Week 

I, 2, 3, 4 and 5. A souvenir post card for January. 
Decorate with bells, Japanese lanterns or the hour glass. 
Also print some quotation suggested by the New Year: 

"Each morn is New Year's morn come true, 
Morn of a festival to keep." 



191 
Nineteenth Week 

I, 2, 3, 4 and 5. Pose and silhouette pictures. 

a. Teacher places lines on the blackboard and chil- 
dren take the positions guggested by the lines. 

b. Teacher and children pose in various positions 
and the children represent these by lines. 

c. Let some girl pose, as, Red Riding Hood (cape, 
hood, basket). Children draw pose lines lightly, in pencil, 
and then change to a silhouette, using gray or brown water 
colors. Continue this work, using other studies, as, a boy 
with bow and arrow; a girl with jumping rope; a girl in 
rain coat carrying an umbrella, etc. 

TM^entieth Week 

1, 2, 3, 4 and 5. Weaving. Weave a skirt and a 
sweater for a doll. Cut the pattern from cardboard. For 
the skirt see that the top is narrower than the bottom. 
Make little notches in the cardboard at the top and bot- 
tom, one-fourth of an inch apart. Then wrap the warp 
from notch to notch, just as for weaving a mat. After 
covering one side of the cardboard with the warp, turn 
and cover the other. Beginning at the top, weave around 
and around until the skirt is finished. For suggestions see 
Summer's First Lessons in Handicraft. 

FEBRUARY 

T\^enty-first Week 

I, 2, 3, 4 and 5. Water colors. 

a. Pictures suggested by February. Pictures that 
may be used for decorative work, as, shields, flags, hatch- 
ets, cherries, bows of ribbon, red hearts, arrows, etc. 

h, A souvenir post card for February. Decorate with 
shield, flag, or any of the above pictures. Also print a 
quotation suggested by the m.onth: 



192 

"Just do your part each little day, 

Be brave and true; 
A greater than a soldier's joy 

Will come to you." 

T\^eiity-second Week 

1, 2, 3, 4 and 5. Valentines. 

Cut four hearts from white water color paper, one 
large one and three small ones. Suspend each small heart 
from the large one by narrow ribbon. Decorate the hearts 
in tints and pictures, or paper cuttings to harmonize with 
the color of the ribbon. Print a valentine message on the 
large heart and trace in water colors. 

Tw^enty-third Week 

1, 2 and 3. Wood work. 

Lincoln's cabin. Cut small branches from the trees 
and saw or cut into miniature logs, using the picture of 
Lincoln's cabin as a model. Construct a log cabin. 

4 and 5. Study and draw a border. Use triangles. 
Line shading. 



Twenty-fourth Week 

1, 2,^3, 4 and 5. Raphia work. 

A chatelaine bag. Braid strips of raphia and sew the 
braid together, making a flat circle about four inches 
across. Make two of these circles, then sew^ them together 
half way around, making a pocket. Use a strip of braided 
raphia for the handle. Plain or colored raphia may be 
used. 



193 

MARCH 

Twenty-fifth Week 

1, 2, 3, 4 and 5. Simple pictures suggested by March. 
Pictures that may be used for decorative work, as, twigs, 
small branches of common trees and pussy willows. 

A souvenir post card. Decorate with pussy willow 
twigs for March. Also print some quotation suggested by 
the month. 

Tw^enty-sixth Week 

1 and 2. From a blackboard sketch study and draw 
lightly in pencil a Japanese picture of a bamboo tree and 
leaves. See page 2 of Prang*s book III. 

3. In gray or brown water color, trace the lines used 
in making the picture of the bamboo tree and leaves, wash 
the background of the picture in a tint of the color used in 
tracing the lines. Tell the children something of this tree, 
where it grows, and of Japanese pictures. 




4 and 5. Study, draw and paint a Japanese picture, 
Bird on Branch. See page 2 of Prang, book III. In pencil 
sketch lightly the branches, the bird, and show line for size 

of picture. 

Twenty-seventh Week 

1 . Continue work on the Japanese picture. 

2 and 3. Pencil sketch of a glass two-thirds full of 



194 

water in which is a small twig with a few leaves and leaf 
buds on it. See page 7, Prangs book III; or a pencil sketch 
of a glass partly filled with water, and a half lemon near the 
glass. 

4 and 5. Make a bookmark. See Trybon's Card- 
board Construction. 

Cut a rectangle, four inches by two inches. Find the 
center of one of the long sides and connect it with the 
ends of opposite side. Tie the folded parts with narrow 
ribbon, making a small bow. Punch the holes for the rib- 
bon one-fourth inch from the edge. 

Twenty-eighth Week 

1, 2, 3, 4 and 5. Construction work. From construc- 
tion paper, six inches by nine inches, cut the frame for a 
screen. See Construction Work for Rural Schools, by 
McGaw, page 26. With water colors decorate the paper 
to fit on the screen. For decorations use twigs and buds, 
or Japanese pictures. 

APRIL 

T^v^enty-ninth Week 

1 and 2. Simple pictures suggested by April that may 
be used for decorative work, as, Easter lily, fluffy chicl<s, 
eggs, rabbits and blue violets. If possible bring the little 
chicks into the schoolroom. These objects should suggest 
mass work, no outlines to be used. 

3, 4 and 5. A souvenir post card. Decorate with 
blue violets, or little chicks (yellow or brown). Print some 
quotation suggested by the month and trace in water colors. 

"Come up, April, through the valley — 
In your robes of beauty drest." 

— T^hoebe Car}). 



195 
Thirtieth Week 

1 . Paper work. An Easter lily. To be made from 
tissue and crepe paper. See suggestions given in Bowker's 
Busy Hands, Construction Work, page 95. 

2, 3,-4 and 5. Match colors with and paint the red- 
headed woodpecker. See second grade, thirty-first week, 
Baltimore oriole. Send to Atkinson, Mentzer, Co., Chicago. 

Thirty-first Week 

1 . A bookmark. Cut a triangle, four by two. Find 
the center of one of the long sides and connect it with the 
ends of opposite side. Tie the folded parts with narrow 
ribbon, making a small bow. Punch the holes for tying 
one-fourth inch from the edge. 

2, 3 and 4. Pencil drawing. A group. A glass and 
a whole lemon. Study carefully. Name the forms on 
which these objects are based. Make a good finished 
drawing. Show light and shade. 

5. A blackboard or a pencil sketch that will suggest 
"A Rainy Day." 

Thirty-second Week 

1 , 2 and 3. Clay modeling. On a flat surface or tile 
of clay fashion a lilac leaf or a group of leaves, or a violet 
leaf and flower, etc. 

4 and 5. Make a seed box based on a triangle. Tie 
with baby ribbon. See page 28 of Trybon*s Cardboard 
Construction. 

MAY 

Thirty-third Week 

1 , 2 and 3. Make May baskets. Use cardboard and 
ribbon, two colors of cardboard; (a shade and a tint of green 
are pretty). See pattern suggested for first grade. After 



1% 

cutting out the two baskets, place one inside the other and 
fasten the edges together with a narrow ruffle of crepe 
paper. Then complete as suggested in the first grade. 

4 and 5. Water colors. Simple pictures suggested by 
May that may be used for decorative work, as, violets, 
tulips, flowering quince, peach and apple blossoms, etc. 

Thirty-fourth Week 

I, 2 and 3. A souvenir post card. Decorate with 
peach blossoms or flowering quince. Also print and trace 
in colors to harmonize with the decorations some quota- 
tion suggested by the month. 

4 and 5. Sketch lightly in pencil a spring scene. See 
the second scene on page 32 of Prang's Manual III. Use 
tints to represent the spring coloring. 

Thirty-fifth Week 

I, 2, 3, 4 and 5. Water colors. Study and paint the 
blue bird or blue jay. See Stickney and Hoffman's Bird 
World. For bird outlines see The First Twelve Birds, 
Outlines for Coloring, Atkinson Mentzel Co., Chicago. 
Price 75 cents. Each of the above birds are outlined in 
this set. 

Thirty-sixth Week 

I, 2, 3, 4 and 5. Water colors. Study and paint a 
radish, then a group of radishes placed on a light brown 
or light gray paper. 



Supplementary Work 

A basket. Make a sweet grass basket. Fasten the 
strips of grass together with the stitch used in making 
raphia mats earlier in the course. 



I 



197 

Weaving a hammock. For suggestions see Summer's 
First Lessons in Handicraft, page 82; or the hammock may 
be made from macrome cord, knotting the cord. 

Cut and paste a border. Use two shades of paper, as, 
dark and light green. Let the bottom paper be of the 
darker shade, and cut it some larger than the top, so as to 
form a dark edge around the figure, as: 



S3E3E3 



^Hl% 



Draw the same border and paint, matching the shades us€rd 
in the pasted border. 



198 



Geography 

Third Grade 

Supplemented by short history stories. 

Helpful books: 

Tarr and iMcMurry's First Book in Geography. 

Frye*s Primary Geography. 

King's Primary Geography. 

Chamberlain's How We are Clothed. 

Chamberlain's How We are Fed. 

Chamberlain's How We are Sheltered. 

Carpenter's How the World is Fed. 

MciMurry's Excursions and Lessons in Home Geogra- 
phy. 

McMurry's Special Method in Geography, Excursions. 

McCormick's Suggestions on Teaching Geography, 
chapter XIII. The Imaginary Excursion and its Place in 
Teaching Geography. 

Montgomery's Beginner's History. 

F. O. Carpenter's Food and Their Uses. 

Brief Outline of Third Grade Geography. 

Home geography or local geography. 

City, town or district and the surrounding country. 
Follow the two phases of work, life work and map work, 
making the life and work of the people lead to the need 
of a plan, or simple map of the same. Make free use of 
pictures, blackboard drawings, excursions or observation 
trips, collections of illustrative material, stories, etc., to aid 
in making the work concrete. 

The state. Show life work and map work. 

Simple work from a primary text, the latter part of 
the year. Purpose, to teach the children how to use a text. 



199 

All studying to be done with the teacher. These lessons 
will be preceded by and supplemented by outdoor trips, 
simple experiments, and chalk, clay and sand modeling. 

"All real knowledge is based upon experiences 
derived through study of the home surroundings and rela- 
tions." — J, F. Chamberlain. 

"The chief aim in studying geography is to know the 
earth in relation to man, to study the natural forces, animal 
and plant life, climate, location, divisions of land and water, 
to learn how they contribute to, how modify the life of 
man, and to recognize the laws by which man's life is gov- 
erned." — Sarah Jlrnold. 

What is a city? What is required to make a city?. 
(These questions to be answered at the close of our study 
of the city or town in which we live.) 

SEPTEMBER 

First Week — Se.cond Week 

1 . Our people, and how they live. Their needs. 

a. Food; from plants, animals and minerals. Note a 
breakfast or dinner. Review second year study of the 
bakery and meat market and make the trip to a good 
grocery store. Exports and imports. The children may 
name the things they have in their own homes that came 
from a grocery store. Bring to school labels from cans, 
boxes and other packages. Try to tell where they came 
from. List articles from the country, distant places, etc. 
Note buying, selling, making change, keeping books, hand- 
ling of articles, delivery boys, etc., need of knowledge of 
reading, writing, arithmetic; honesty, courtesy, cleanliness, 
carefulness, truthfulness, punctuality; how the people in the 
store work together. What does the grocer do for the 
community? What may we do for him? See McMurry's 
Ezcursions and Lessons in Home Geography, page 86. 



200 

Third Week 

Visit a good wholesale house, Poehler's Mercantile 
Co. See McMurry's ELxcursions, chapter II. Each of these 
trips should furnish a number of problems in arithmetic. 

Fourth Week 

Visit the ice plant, cold storage. 

b. Water supply, wells, cisterns, and pumping station. 
How is the well supplied? The cistern? Why is the water 
in wells often impure? How are cisterns built? 

OCTOBER 

Fifth Week 

Visit the pumping station. How does the water reach 
the houses? See Jewett's Town and City. 

c. Clothing. Review second year study of wool, cot- 
ton and linen (from animal and plant). Visit a dry goods 
store. 

Sixth Week 

Special study of rubber goods. See Rocheleau, Rub- 
ber Boots and Shoes, from Geography of Commerce and 
Industry. Chamberlain*s How We are Clothed, pages 107 
to I 28. McLeod*s Talks about Common Things, pages 93 
to 95. 

Seventh Week 

Special study of leather goods. See McLeod's Talks 
about Common Things, pages 25 to 27. Chase and Clow*s 
Stories of Industry, volume I, pages 67 to 81. Chamber- 
lain's The Shoemaker's Story, from How We are Clothed. 
King's Geographical Reader, part I, A Pair of Shoes, pages 
55 to 62. 



201 

Eighth Week 

Special study of silk goods. See McLeod*s Talks 
about Common Things, pages 1 6 to 19. Chamberlain's 
How We are Clothed, pages 85 to 98. Silk, Its Origin 
Culture and Manufacture by the Cortrielli Silk Mills, Flor- 
ence, Mass. Price, 1 cents. 

NOVEMBER 

Ninth Week 

d. Shelter. Houses or homes. Review second year 
lessons on building a house. Make a floor plan for some 
house, possibly their own home. Compare shelter in our 
own country with the homes in other countries. Heat and 
lighting. See Fire and its Uses, in Chamberlain's How We 
are Sheltered; also the chapter on light. Review second 
year lessons on coal and wood. New work, gas and elec- 
tricity. Visit the plants. See Gas and Petroleum, in Stories 
of Industries, volume I, by Chase and Clow. 

Tenth Week 

2. The work of the people. Mechanics, make a list. 
Carpenters, brick-masons, stone-cutters, etc. Note the 
line of work of each and compare their preparation to fit 
them to do the work, hours for week, pay, etc. 

Merchants or commercial men. Make a list of the 
kinds of stores in a town. Note the relation of the mer- 
chants to the other people in the vicinity and to the world 
at large. Visit the greenhouse. Note the work of the 

florist. 

Eleventh Week 

Professional class. Make a list: teachers, doctors, law- 
yers, dentists, etc. Make a comparison of their prepara- 
tion for work, (where) office hours, salary, work. Kind of 
men needed. 4 



202 

Railroad men, trainmen, operators, etc. Their work, 
preparation, pay. Kind of men needed. 

Twelfth Week 

Government employees. Visit the post office; clerks, 
carriers. Story of the development of the mail service. 
Note the weather signals on the building. Meaning of the 
signals. The schools. 

DECEMBER 

Thirteenth Week 

A trip to the top of the Normal building, preparatory 
to the making of a map or plan of the city. Note the loca- 
tion, on a divide. Review and locate places visited, alsQ 
their own homes. Through this plan, which is made after 
the trip, acquaint the children with the streets and avenues 
and locate them on the map; also the boundaries, natural 
and artificial. See McMurry*s Excursions and Lessons in 
Home Geography, pages I to 5. 

Fourteenth Week 

The wards. The need of wards. Children locate on 
map the wards in which they live, their homes (street and 
avenue), buildings, and places they have visited. Care of 
the city, i. e., government. (Streets, parks, lights, etc.) 

a. Through special officers, as mayor, city council, 
city superintendent, school board, etc. Why is there need 
of a governor (ruler) in the ball or tennis game, in the 
home, school room, city? 

b. Through the people. Relation of the officers and 
the people. 

Fifteenth Week 

Ways of connecting with or reaching the people inside 
and outside the town or city: streets, sidewalks, roads, 



203 

raildroads (names), telegrams; cost, advantage, etc. Story 
of the first telegram. 

JANUARY 

Sixteenth Week 

A study of life in the country, near the town. 

The dairy. ^ Visit one near by. The number of cows; 

food and care in winter and summer. Products, cost in 

winter and summer. Care of the milk and preparation for 

sale. Butter and cheese. How brought to market? See 

McMurry*s Excursions and Lessons in Home Geography, 

jpages 121 to 130. Chamberlain's The Dairy Products, in 

How We Are Fed. 

L 
Seventeenth Week 

The farm; the fruit farm, the poultry farm or the grain 
farm. Possibly the three may be combined. At the fruit 
farm note the location, high or low land, level or sloping. 
Kinds of trees, buds, or blossoms or fruits. Care that the 
trees should receive. Spraying. Why? What may harm 
the fruit? How can you find out from the blossom if the 
apple is frosted or killed? Where is the fruit sold? How 
iare the farms supplied with water? What kinds of crops 
are raised? (Wheat, corn, alfalfa, etc.) When and how 
planted? How cared for? When and how harvested? 
Use. How, when and where sold? See Wheat, in Carpen- 
ter s How the World is Fed. 

Eighteenth Week 

The mill. A trip to the mill. Where did the miller 

get his wheat and corn? How is it changed into flour? 

The number of pounds in a sack. Selling price. Where 
sold? 



204 
Nineteenth Week 

The freight station. A trip to the freight station. 
Note articles and suppHes sent in, and those to be sent out. 
Children name the towns near by, east, west, north and 
south. Roads by which we could reach them. 

FEBRUARY 

Twentieth Week 

The state. The children may name large towns they 
know, towns they have visited. Lead the children to an 
acquaintance with the life of the state through imaginary 
trips to the towns or cities noted below. Through these 
trips, note the surface of the country, the rivers, railroads, 
state institutions, products, occupations of the people, etc. 

Topeka. The children and teacher take an imaginary 
trip to Topeka. Note railroad station, time, price of ticket, 
direction, length of time, important stops. Visit all places 
of importance in the city. All of the places to be visited are 
shown on souvenir post cards; State Capital, Washburn 
College, etc. Let the children use the pictures as they 
reproduce the story of their visit. Similar trips may be 
planned for other cities. Locate these places studied on 
the map of_ Kansas. 

TM^enty-first Week 

Leavenworth. Fort Leavenworth, the Soldiers' Home, 
and Lansing 

T^venty-second Week 

Junction City, Manhattan and Beloit. Note Fort Riley, 
junction of the two rivers, earths center, State Agricultural 
College, Girls* Industrial School. Stories to illustrate the 
life in these places. Why do girls go to this school at 
Beloit? Make the illustrations real. 



205 

Twenty-third Week 

Hutchinson. Salt and the salt industry. From what is 
salt obtained? How obtained? Uses. See Carpenter's 
How We Are Fed, pages 345 to 352. Boys' Reformatory, 
etc. Stories. The rivers, treeless banks, sandy soil, etc. 

MARCH 

T\^enty-fourth Week 

Garden City and Hays. Sugar beets, irrigation, etc. 
Normal School, Experimental Station. Story of Fort Hays. 
See McMurry's Lessons in Home Ceography, pages 1 36 to 
139. 

T\^enty-fHth Week 

Pittsburg. Gas and oil region. Gas. Where obtained? 
How? How carried to the homes? Uses. Compare with 
wood and coal. Review visit to a gas plant. Oil. Where 
obtained? Uses. How sold? Cost. 

Other cities, as, Kansas City, Olathe, Wichita, Win- 
field, etc. 

TM^enty-sixth Week 

A general review of the trips made, state institutions, 
(educational, penal and charitable), minerals, rivers, Kaw 
valley products (potatoes), etc. Make in sand a surface 
map of Kansas, showing slope of land, rivers, minerals, oil 
and gas wells. Show with salt where salt is mined; coal, 
w^here coal is found. Use pebbles or stones for rock quar- 
ries, etc. Use toothpicks and build derricks to represent 
the gas and oil wells. 

Tw^enty-seveiith Week 

Kansas. Its position in the United States, size, bound- 
aries. What is a state? Place a map on the blackboard, 
showing natural and artificial boundaries. When was 



206 

Kansas made a state? Story of slavery. Story of John 
Brown. What change was made in our flag when Kansas 
became a state? Write our state motto and explain the 
meaning. Show picture of the state seal. Locate our city 
in the county, our county in the state, our state in the 
United States. 

On the blackboard map show the drainage, cities 
visited and railroads used. 

APRIL 

Twenty-eighth Week 

The first work, from a text. This term's work should 
teach the children how to study from a text. The children 
will be lead to meet all truth, face to face with' nature; first, 
finding out all they can for themselves. Later they will 
read from books to see what new the writers of geogra- 
phies have for them. 

A field trip. Note field, meadow, slope, hill, valley, 
brook. Through the trip see that the children have clear 
ideas of these forms and are able to express their ideas iri 
good words. They may also sketch the picture of the field 
showing a hill and brook. Later they may illustrate with 
sand or chalk modeling. After this study, read to see if 
they agree w^ith the conclusions others have reached. See 
King's Primary Geography, pages 1 and 2; Frye's Geogra- 
phy, pages 1 2 to 19; Tarr and McMurry's pages 18, 19 
and 20. 

Directions. The children know how to tell the direc- 
tions by the sun; review this. Tell them how they may be 
guided by the north star and by a compass. Show a com- 
pass. Children sketch the dipper, north star, etc. See 
King's Primary Geography, page 2. 



207 

Twenty-ninth Week 

The brook and the valley. Note slope to hill, summit, 
elevated plain, plateau; water parting, v^ater shed or divide; 
mountains, ridge or range. These are to be pictured on 
the blackboard and illustrated with pictures from text. 
Source of the brook. Spring, course, (connect with lake 
and pond), branches or tributaries, waterfall, bed, banks, 
river, mouth, current. Make a map to illustrate what has 
been learned this week. Also illustrate with sand model- 
ing. Show on map the Mississippi river and its tributaries. 
Note what it drains. Tell the story of De Soto or La Salle. 
See King's Primary Geography, pages 3 and 4; Frye's, pages 

2, 4, 7, 8, 9 and 10; Tarr and McMurry, pages 21 and 31 
to 41. 

Thirtieth Week 

Soil, loam, sand, clay, gravel. What is good soil? 
Where are each of the above found? How made? Frost, 
water freezing in the cracks of stones, action of air and 
weather, rubbing together of stones, effect of r^oving 
water. Uses of soils. Make collections of these soils. See 
experiments suggested in Frye's Primary Geography, page 

3. Plant seed in the four different soils, and in a mixture 
of clay and sand and note results. Collect specimens of 
earth from some field near, and try to find out what kind 
of soil is near home. Note the layers of earth when a ditch 
or cellar is being dug. Explain. See Tarr and McMurry's 
Primary Geography, page 10 to 16; Frye's Primary Geog- 
raphy, pages 8 and 9; Frye*s Lessons in Home Geography, 
page 1 34. 

A prairie; flat and rolling. Observe. See pictures. 
Read Frye, page 10. 

Thirty-first Week 

The earth as a whole. Use the globe and maps of 



208 

the world. Teach names of continents and oceans. Give 
illustrations showing relative amount of land and water. 
Compare the five oceans and locate them. For what 
noted? Simple, interesting stories concerning each. Shape 
of the earth. Explain horizon, north pole, south pole, 
equator, cold, temperate and hot zones. Proof that the 
earth is round. Story of Columbus. 

MAY 

Thirty-second Week— Thirty-third Week 

Imaginary journeys to some of our great cities. An 
imaginary trip to New York City. Why is it such a large 
city? Note location; streets and street life. Show pictures 
of the battery and tell why named, some of the principal 
buildings, as, the City Hall, Trinity Church, sky scrapers, 
Wall Street, East River, Brooklyn Bridge. Tell the story of 
the building of this bridge. See King's Geographicial 
Reader, part I, The Land We Live In, page 167. China 
town and tenement districts, the subway and elevated rail- 
ways, parks, the Egyptian obelisk in Central Park, homes, 
statues, the Bartholdi statue, etc. See Frye*s Geographical 
Reader, part I, pages 152 to 169. 

Thirty-fourth Week— Thirty-fifth Week 

An imaginary trip to Washington, the Nation's Capital. 
Study as has been suggested in the previous city. Make 
the side trip to Mount Vernon. See Frye*s book suggested 
above, pages, 2 1 5 to 232. 

Thirty-sixth Week 

An imaginary trip to Yellow Stone Park or to some 
large city on the Pacific coast. 



209 



Numbers 

Third Grade 

Helpful books: 

Stone-Millis' Primary Arithmetic. 

Eugene Smith's Primary Arithmetic. 

Eugene Smith's Hand Book to Smith's Arithmetic. 

Myers-Brook's Primary Arithmetic. 

Harris' First Journeys in Numberland. 

McMurry's Special Method in Primary Arithmetic. 

Dewey and McLellan's Psychology of Numbers. 

Brief outline of the year's work. 

Review^ of second year work. 

Expression. Reading and writing numbers to 1 0,000. 
Reading and writing and use of Roman numerals through 
XX. Reading and writing fractions, M, M, /<» etc., in con- 
nection with the tables. Reading and writing dollars and 
cents. 

Addition. Review the forty-five combinations. At 
sight add any one figure number to any two figure number. 
Also columns of three or four, one figure numbers. Addi- 
tion of from four to six numbers, the sum not to exceed 
10,000. 

Subtraction. Review the complements of the forty- 
five combinations. At sight subtract any one figure number 
from any two figure number. 

19 18 21 32 

- 8 - 5 - 8 - 7 

More difficult work in subtraction, as: 

847 7285 

-726 -1937 



210 

Multiplication. Review the tables taught in second 
year, and introduce the children to the remaining tables 
through concrete work. In multiplication use but one fig- 
ure as a multiplier. 

Division. Short, using one figure as a divisor. 

Measures. Review the work of the second year. Com- 
pare pints, quarts and gallons; quarts, pecks, and bushels; 
ounces and pounds; minutes, hours and days; days, weeks, 
months and years; square feet and square yards. 

Construction work, scahng, making boxes, garden 
plots, etc. 

Problems related to child life and needs. Encourage 
the children to bring to class original problems, that they 
have met or are meeting outside of school. 

SEPTEMBER 

First Week 

Reading and writing nunnbers. Review to 1 ,000. See 
Stone-Millis, pages 94 and 95. Review combinations and 
separations through II. All the ways to make 8, 9, 10 
and 11. Drills in adding and subtracting, noting tables of 
the endings, as: 

6 66 9 59 6 36 

+3 +3 -4 - 4 +5 +5 

Use of money in paying for articles bought, books for 
school, etc. See pages 40 and 41, Myers-Brooks. 

Second Week 

Continue drill in reading and writing numbers, also 
drills through 1 I . Rapid drill, using three figures in a 
column. See Number Game with Cubes, page 53 of Stone- 
Millis. See Myers-Brooks, page 42 and one-half of 43. 
Supplement with other problems similar. Stone-Millis, 
page 50. 



211 

Third Week 

Continue drill in reading and writing numbers. Also 
drill through 12. Drills on tables of ending, as: 

7 17 47 12 42 

5 5 5 - 8 - 8 

Rapid drills, using three columns of three figures in a 
column. 143 

342 

235 



Problems from Myers-Brooks, pages 43 and 44. See that 
the children are clear in regard to carrying tens to proper 
column, etc. Have on blackboard the bill of fare for a, 
lunch room. Children select three things to eat, and give 
cost. See Drill Work, page 55 of Stone-Millis, and prob- 
lems on the following page. George had 2 dimes and a 
nickel. He earned 8 cents more. How much did he then 

have? 

Fourth Week 

Continue reading and writing numbers. Drill in sim- 
ple work in subtraction. 

43 54 597 

-11 -21 -423 



Problems, page 43 and one-half of 45, Myer-Brook. Use 

splints or bundles of sticks and review such problems in 

subtraction, as: 3 1 42 

- 7 - 9 etc. 

Then complete the problems on page 45. Use the terms; 
"take from" and subtract synonymously. For a week; 
children show in note book the money they have had, the 
amount they have spent for various articles and make 
problems. 



212 

OCTOBER 

Fifth Week 

Read and write numbers. 

Continue the work in subtraction, especially use of I 3 
and numbers less. 1 3 23 43 

— 8 8 8 etc. 

Tables of endings. 

Problems from pages 46 and 47 of Myers-Brooks, and 
others suggested by the things the children are actually 
doing. See also Stone-Millis, pages 82 to 85. 

Sixth Week 

Drills, using combinations and separations of 14 and 
15, also the numbers less than 14. Tables of endings. 
Continue the work in subtraction; problems similar to those 
suggested in fifth week's work and those in Myers-Brooks, 
page 48. 

Seventh Week 

A general review of the work covered in addition and 
subtraction. 

NOVEMBER 

VA^hth Week— Ninth Week 

Drill work through 1 6. A review of second year's 
work on the twos, threes, fives and fours to 6X4. Problems 
suggested on pages 49, 50, 5 I and 52 of Myers-Brooks. 
Use bean-bag game (three circles) and keep score. Let each 
score be doubled or multiplied by three, etc. See Stone- 
Millis, page 73. Use of receipts for carmels, cream candy, 
etc; two times the receipt, or three times it, etc. 

Tenth Week 

See written exercise suggested on page 153, Smith's 



213 

Primary Arithmetic. A review of the above work in muhi- 
pncation. Have on blackboard actual price Hsts of articles 
bought from grocery stores, and make problems multiply- 
ing by 2, 3, 4 and 5. 

Begin simple work in division, finding one-half of 
or dividing by 2; one-third of, or dividing by 3, etc. See 
Myer-Brooks, 53. 

Find the cost of a Thanksgiving dinner. 

Drill work through I 7. Note endings. 

Eleventh Week 

Division. Rapid drills, using one-half and one-third; 
also problems. See Myers-Brooks, pages 54 and 55. Let 
problems be illustrated by use of sticks when necessary. 
Show one group of two in three sticks and one left over, 
etc. Use receipts suggested in ninth week's work and 
divide them, using one-half or one-third the amount sug- 
gested, etc. 

Drill work through 1 8. 

Twelfth Week 

Division. Problems from Myers- Brooks, page 56. 
Use first, problems similar, but containing smaller figures. 
Get bills from the laundry, showing price for cuffs, collars, 
handkerchiefs, etc. For home work the children may cut 
from paper these various article. They will make the 
problems more interesting. See Myers-Brooks, page 57. 

DECEMBER 

Thirteenth Week 

Scaling. For first lessons see suggestion on page 92 
of Stone-Millis and 58 of Myers-Brooks. Other suggested 
scale work. The tennis court. The location of the Train- 



214 

ing School Building on the campus. Quick work, using 
one-half, one-third, one-fourth and one-fifth. 

Fourteenth Week 

Scaling. See Myers-Brooks, page 59, and Stone-Millis, 
page 94. A general review of addition, subtraction, mul- 
tiplication and division. See Myer-Brooks, page 60. 

427 246 374 2)147 

685 • -196 X2 

981 

684 



Drills through 20. 

Fifteenth Week 

Begin a study of the sixes. 

Number of working days in one week, 2, 3, 4, 5, 6, 7» 
8, 9, 1 0. Show the children that they know the sixes to 
5X6. Show groups of six inches, groups of half dozens, 
etc. Compare a group of six objects with 12, 24, etc. See 
Stone-Millis, pages 1 06 to 108. 

Sixteenth Week 

The sixes used in practical problems. Myers-Brooks, 
page 64. Give many other similar problems. Find the cost 
of a Christmas dinner, for six. Find the cost of a Christ- 
mas tree and trimmings. 

Review reading and writing numbers. 

JANUARY 

Seventeenth Week 

Review surface and area, as given on pages 1 6 and 1 7, 
Myers-Brooks. Other similar work preparatory to making 
candy boxes, on page 65 of Myers-Brooks. Stone-Millis, 
pages 89 and 90. Drill on sixes and one-sixth. 



215 
Eighteenth Week 

Construction work. 

Making boxes from given sizes of paper. Illustrate — 
number of square inches of paper needed to make a box, 
two by two by one. See Stone-Millis, page 9 1 . See Myers- 
Brooks, pages 66 and 67. 

Nineteenth Week 

Continue meeting problems through the construction of 
boxes. Review scaling. Problems that will review addi- 
tion and subtraction. 

Twentieth Week 

A general review. 

Tables through the sixes. 

Reading and writing numbers through 10,000. 

Addition of six or less figures of one, two or three 
columns. Subtraction simple and taking from next higher 
order. Simple division, using one-half, one-third, one- 
fourth, one-fifth and one-sixth. 

FEBRUARY 

T^^enty-first Week 

Newspapers. Get list taken in the various homes; 
price per copy and by the year. If near a library, visit a 
newspaper room and get a long list. Arrange in table 
form, as shown on page 68 of Myers-Brooks. Through 
this work meet the sevens and addition work as well. 

Tw^enty-second Week 

7 days = 1 week. 

Number of days in February. Make a calendar for 
February. Problems as given on page 110, Millis-Stone, 
and page 69, Myers-Brooks. Compare a group of seven 



216 

objects with 1 4, 2 1 , 28, etc. See Myers-Brooks, pages 70 
and 71. 

Twenty-third Week 

Rapid review of combinations and separation, also 
tables of endings. The sevens used in practical problems, 
Myers- Brooks, page 73. Give many other similar problems. 
Drill work, Myers-Brooks, page 72. Divide by 7, also use 
one-seventh. 

TM^enty-foiirth M^eek 

Review work; oral. Myers-Brooks, page 14. Read- 
ing and writing numbers. Arrange the sevens in table 
form. Lead the children to show that they know the 
eights to 7X8. Practical problems, making use of the 
eights thus far. See Myers-Brooks, page 75. Contest 
game in addition and subtraction. 

MARCH 

T^venty-fifth Week 

General review of the work, beginning with the twenty- 
first week. Compare a group of eight objects with 16, 24, 
32, etc. See Myer-Brooks, page 76 and 77, Compare the 
tables of eights with the tables of fours. 

T>\"enty-sixth Week 

Drills on eights and use of one-eight, as given on pages 
78 and 79, Myers-Brooks. Use drill cards, as suggested on 
page 104 of First Journeys in Numberland. Review all 
the tables. 

Study one inch cubes, two inch cubes, etc., as sug- 
gested in Myers-Brooks, pages 80 and 81. 

T^^enty-seventh Week 

Construction work, making boxes a given size to hold 
a certain amount. Building. See pages 82 and 83, Myers- 
Brooks. See Stone-Millis, pages 198 and 199. 



IM 

Twenty-eighth Week 

Continue the construction work and give many prob- 
lems based on this work. See Myers-Brooks, pages 84 
and 85. 

APRIL 

TM^enty-niiith Week 

Review^ table of liquid measure and have it placed on 
the blackboard. Work problems given on page 86, Myers- 
Brooks, also other similar problems. Find the cost for 
furnishing a dolKs house. See Stones-Millis, page 151. 

Thirtieth Week 

Review table of dry measure and have it placed on 
the blackboard. Problems, pages 87 and 88, Myers-Brooks. 
Simplify these and give others. General review of the 
work, beginning with the twent-sixth week. 

Thirty-first Week 

Lead the children to see that they know all of the 
nines except 9X9, and all of the tens. Use the problems 
that seem needed from Myers-Brooks, pages 89 to 96. 

A review of weights, as given on page 26, Myers- 
Brooks, and also a study of the problems on page 96. 
Reading and writing numbers. 

Thirty-seeoiicl W<*ek 

Review, counting by tens to 100. Compare a group 
of ten objects with 20, 30, 40, 100, etc. Compare a dime 
with one dollar. Reading and writing dollars and cents. 
Let the pages 102, 120 and 137 of First Journeys in Num- 
berland, by Harris, suggest plans for work. See Myers- 
Brooks, pages 98 and 99. Fraction work, using one-half, 
one-third, one-fourth, one-fifth, one-tenth, etc., as suggested 
on page 152 of Smith's Primary Arithmetic. 



218 

MAY 

Thirty-third Week 

Practical problems, using the tens. Myers-Brooks, 
pages 1 00, 101; other similar. 

Thirty-fourth Week 

Continue study of prctical problems, page 102, Myers- 
Brooks. Review reading and writing numbers. Attention 
to well formed figures. Writing of dollars and cents. See 
Myers-Brooks, page 103. Review problems in addition 
and subtraction. 

Thirty-fifth Week 

Review the Roman numbers 1 to XX. Use clock faces 
and teach the children to tell time by hours, half hours and 
quarters, also five minutes, ten, fifteen, etc. Review tables, 
fours, fives, sixes and sevens. Use game, ring-toss or bean 
bag, and keep score, multiplying the score each time by 4, 
5, 6 and 7. 

Thirty-sixth Week 

Review tables, eights, nines and tens. Review tables 
of liquid measures. Review tables of dry measures. Drills 
similar to 3 and 4, page 93 of Myers-Brooks. See what 
the children think the important things learned this term in 
numbers. Look over the brief outline and see if the chil- 
dren seem strong in the work outlined. 



MAY 6 1912 



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